|
|
|
A Call for Change in Multicultural Training at Graduate Schools of Education: Educating to End Oppression and for Social Justice by Barbara Wallace — 2000This article puts forth a call for change in multicultural training at graduate schools of education in order to prepare future professionals to work effectively within our increasingly diverse society. It is suggested that professionals well versed in multiculturalism need to consider how to revise and further refine multicultural training in order to better address linguistic and other diversity to be found among immigrants, as well as issues around sexual orientation, disability, and spirituality. Those relatively new to the field of multiculturalism are similarly encouraged to embrace the task of preparing themselves, appropriate curriculum, and their departments for the task of educating to end oppression and for social justice. Graduate schools of education are challenged to pursue the goal of organizational multicultural competence. Such a goal should be incorporated within the vision and mission of graduate schools of education across the nation, given the new demographics characterizing our increasingly diverse society.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
- Critical Multiculturalism: Rethinking Multicultural and Antiracist Education
- Developing a Commitment to Multicultural Education
- Changing Selves: Multicultural Education and the Challenge of New Identity
- Diversity on Campus
- Defining and designing multiculturalism: One school system’s efforts
- The New Teacher Book
- Pedagogy of Indignation
- The Potential of Jigsaw Role Playing to Promote the Social Construction of Knowledge in an Online Graduate Education Course
- The Decentered Teacher and the Construction of Social Space in the Virtual Classroom
- Battling Corruption in America's Public Schools
- The Intercultural Campus: Transcending Culture & Power in American Higher Education
- Making Multiculturalism: Boundaries and Meaning in U. S. English Departments
- Education in Divided Societies
- Multicultural and Multilingual Literacy and Language: Contexts and Practices
- Multicultural Social Studies: Using Local History in the Classroom
- Rethinking Mathematics: Teaching Social Justice by the Numbers
- Critical Literacy: What Every American Ought to Know
- Learning Power: Organizing for Education and Justice
- The Cross-Cultural Transfer of Educational Concepts and Practices
- Race, Culture, and Education: The Selected Works of James A. Banks
- Teaching without Training
- Invisible Children in the Society and Its Schools
- The Joint Enterprise of Social Justice Teacher Education
- Elusive Justice: Wrestling with Difference and Educational Equity in Everyday Practice
- Connecting Hand, Mind, and Community: Vocational Education for Social and Environmental Renewal
- Prelude and Pedagogy: Where the Twain Shall Meet
- Six Lenses for Anti-Oppressive Education
- The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects
- Exploring the Investment: Four Universities’ Experiences With the Spencer Foundation’s Research Training Grant Program: A Retrospective
- Educating Citizens in a Multicultural Society, Second Edition
- Is Teaching for Social Justice a “Liberal Bias”?
- Multicultural Education Policies in Canada and the United States
- Pedagogical Possibilities: Engaging Cultural Rules of Emotion
- Americans All: The Cultural Gifts Movement
- Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice
- Schools of Education Need to Help Build Educators’ Capacity to Use Data
- Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education
- Shaping Social Justice Leadership: Insights of Women Educators Worldwide
- Rethinking Mathematics: Teaching Social Justice by the Numbers
- Practice What You Teach: Social Justice Education in the Classroom and the Streets
- These Kids: Identity, Agency, and Social Justice at a Last Chance High School
- Education, Justice, and Democracy
- Educational Leadership for Ethics and Social Justice: Views from the Social Sciences
- Evaluating Teacher Preparation Programs Using the Performance of their Graduates
- Aspirations, Education and Social Justice: Applying Sen and Bourdieu
- “I Can’t Breathe”: How Some Schools are Suffocating Poor, Minority Students
- Teacher Education for Social Justice: Perspectives and Lessons Learned
- Creating Multicultural Change on Campus
- Social Justice Art: A Framework for Activist Art Pedagogy
- Promoting Global Competence and Social Justice in Teacher Education
- Preparing to Teach Social Studies for Social Justice: Becoming a Renegade
- Equity Efforts as Boundary Work: How Symbolic and Social Boundaries Shape Access and Inclusion in Graduate Education
- Educational Justice: Teaching and Organizing Against the Corporate Juggernaut
- Silent Partners in Multicultural Education
- Why Demarginalization is Not Enough
- The Case for Contention: Teaching Controversial Issues in American Schools
- Selling Out and Other Sins of the Justice Oriented Educator
|
|
- Barbara Wallace
Teachers College, Columbia University
E-mail Author
Barbara C. Wallace is Associate Professor of Health Education in the Department of Health and Behavior Studies at Teachers College, Columbia University. Her scholarly interests include: primary, secondary and tertiary violence prevention in school- and community-based settings, domestic violence, addictions and dependencies especially to crack and cocaine, drug abuse and HIV/AIDS, and health promotion in multicultural settings. Selected publications include Adult Children of Dysfunctional Families: Prevention, Intervention and Treatment for Community Health Promotion (Praeger) and Crack Cocaine: A Practical Treatment Approach for the Chemically Dependent (Brunner/Mazel).
|
|
|
|
|
Full Text in PDF Format
Email this article
Print this article
Post a Comment
