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Multicultural Social Studies: Using Local History in the Classroom


reviewed by Dean Cristol 2006

coverTitle: Multicultural Social Studies: Using Local History in the Classroom
Author(s): Anita C. Danker
Publisher: Teachers College Press, New York
ISBN: 0807745855, Pages: 197, Year: 2005
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Danker begins the book with a brief, post-World War II, historical introduction that defines multicultural education.  The introduction makes a dramatic claim that social studies is the “most affected” (p. 1) content area for multicultural initiatives—a striking claim, which potentially diminishes the impact of the work for non-social studies educators. This introductory claim seems to be exclusionary, running directly counter to the inclusive nature of multicultural education. Her argument for this belief is that social studies educators have a deeper responsibility to multicultural education than other content teachers because they are better equipped to teach about multicultural issues, such as diversity, equal opportunity, and social reform. Ironically, this is an elitist perspective which is contrary to the essence of multicultural education.   If you accept Danker’s line of reasoning that social studies teachers are the primary emissaries for multicultural education, then it follows that social studies should be the place where we... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1699-1702
http://www.tcrecord.org ID Number: 12208, Date Accessed: 12/18/2017 3:37:33 PM

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About the Author
  • Dean Cristol
    Ohio State University at Lima
    E-mail Author
    DEAN CRISTOL is the Academic Coordinator at The Ohio State University at Lima. His interests are in social studies, university-school partnerships, and alternative licensure for teachers. Currently, he is making a transition from Old Dominion University to The Ohio State University at Lima. His recent publications include Cristol, D. and Gimbert, B. (2004) Learning to teach with technology: Designing and implementing technology-enhanced curriculum during teacher preparation. In C. Vrasidas and G. Glass (Eds.) Current Perspectives on Applied Information Technologies: Preparing Teachers to Teach with Technology. Greenwich, CT: Information Age Publishing, and Gimbert, G., Cristol, D., Sene, A. and Wallace, D. (2005) A case study of a competency-driven alternative route to teacher licensure in an urban 'hard-to-staff' school system. Action in Teacher Education.
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