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Building a Framework for Classroom-Based Multicultural Democratic Education: Learning From Three Skilled Teachers


by Anand Marri — 2005

Recognizing the increasingly racially and ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, this study investigated how 3 skilled secondary social studies teachers taught about and for multicultural democracy to prepare students for active and effective citizenship through a collective case study. The article discusses their pedagogy, the ways in which they provided their students with "codes of power" and skills for effective citizenship, and how they extended the curriculum beyond "official knowledge." In addition, it presents a framework for classroom-based multicultural democratic education, which incorporates critical pedagogy, building of community, and thorough disciplinary content and skills, based on a combination of the theoretical frame and the practice of these 3 skilled teachers.


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Cite This Article as: Teachers College Record Volume 107 Number 5, 2005, p. 1036-1059
http://www.tcrecord.org ID Number: 11849, Date Accessed: 10/24/2017 1:39:59 AM

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About the Author
  • Anand Marri
    Teachers College, Columbia University
    E-mail Author
    ANAND R. MARRI is an assistant professor of social studies and education at Teachers College, Columbia University. His current research examines the ways in which students can be better educated for active citizenship in a multicultural U.S. society by integrating the goals of citizenship education and multicultural education. In addition, he critically examines the uses of technology in education. Most recently, he is the author of “Social Studies, Race, and the World Wide Web” (in Gloria Ladson-Billings, Ed., Critical Race Theory Perspectives on the Social Studies: The Profession,Policies, and Curriculum, Information Age Publishing, 2003) and “Multicultural Democracy: Toward a Better Democracy” (Intercultural Education, 2003). His work has also appeared in CITE, Social Education, and Urban Education.
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