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The Case for Inclusive Dialogue in Knowing, Teaching, and Learning about Multicultural Education


by Olga M. Welch 1994

This chapter represents a challenge to epistemological norms in American education. Some norms favor learning opportunities for culturally mainstreamed students which lead to academic excellence, while other norms exclude such perspectives for culturally diverse students in the name of equity. The research reported here will argue for connecting such norms-especially in classrooms where students are largely from minority groups, in programs for the preparation of their teachers, and in the community of educational researchers, all of which help establish epistemological and instructional norms.


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This article originally appeared as NSSE Yearbook Vol 93, No. 1.


Cite This Article as: Teachers College Record Volume 95 Number 5, 1994, p. 52-65
http://www.tcrecord.org ID Number: 19225, Date Accessed: 12/16/2017 8:11:05 AM

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About the Author
  • Olga Welch
    University of Tennessee
    E-mail Author
    OLGA M. WELCH is a Professor of Special Education, College of Education, University of Tennessee at Knoxville.
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