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Reimagining Race in Education: A New Paradigm from Psychology

by Robert T. Carter - 2000

This article calls attention to the paradigms underlying current approaches to multicultural education and expands upon them with contributions from the field of psychology. The first section introduces a typology of philosophical assumptions that has been used to classify approaches to multiculturalism in the field of psychology. The typology classifies assumptions as universal, ubiquitous, traditional, race-based, or pan-national. The second section discusses racial identity theory as an important psychological component of a race-based perspective for understanding race and culture in education. The third section describes how racial identity affects educational thought and practice.

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Cite This Article as: Teachers College Record Volume 102 Number 5, 2000, p. 864-897
https://www.tcrecord.org ID Number: 10612, Date Accessed: 4/21/2021 1:01:14 AM

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About the Author
  • Robert Carter
    Teachers College
    E-mail Author
    Robert T. Carter is Professor of Psychology and Education, Chair of the Department of Counseling and Clinical Psychology, and Director of Training of the Counseling Psychology Program at Teachers College, Columbia University. He is known internationally for his work on Black and White racial identity. He has published in the areas of psychotherapy process and outcome, career development, and equity in education through the lens of racial identity. He has been retained to consult on organizational, legal, and educational issues associated with race and diversity. He is also the conference director for the Teachers College Winter Roundtable on Cross-Cultural Psychology and Education.
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