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"Yes, But...": Multiculturalism and the Reduction of Educational Inequalityreviewed by Susan F. Semel - 1996 Title: "Yes, But...": Multiculturalism and the Reduction of Educational Inequality Author(s): James A. Banks, Cherry McGee Banks Publisher: MacMillan Publishing, Indianapolis ISBN: 0028957970, Pages: 886, Year: 1995 Search for book at Amazon.com After reading the exhaustive and
compelling treatment of research on multicultural education in
James Banks and Cherry McGee Banks’s Handbook of Research
on Multicultural Education (hereafter referred to as the
handbook), I pondered whether the policies and practices examined
in the book would help to solve the problems of inequality,
illustrated so poignantly by Jonathan Kozol in Savage
Inequalities (1991). My answer is "yes, but . . . ." This
essay, through a review of the handbook, argues that multicultural
education is a necessary but insufficient solution for class, race,
ethnic, and gender inequalities. Nevertheless, despite the
limitations of school-based reforms such as multicultural
education, the handbook poignantly demonstrates the vital need for
multicultural approaches in our nation’s schools.
Editor James Banks (hereafter referred to as Banks) and
associate editor Cherry McGee Banks (hereafter referred to as McGee
Banks) have assembled a "Who’s Who" in the field of
multicultural education to write on the significant theoretical,
empirical, and philosophical issues related to multi-cultural
education. The handbook is organized in... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Common Schools, Uncommon Identities: National Unity and Cultural Difference
- Looking at Self as the Critical Element for Change in Multicultural Education: Pushing at the Seams of Theory, Research and Practice – Part 1
- Changing Selves: Multicultural Education and the Challenge of New Identity
- Multicultural Literature and the Politics of Reaction
- Unequal Childhoods: Class, Race, and Family Life
- The Elusive Ideal: Equal Educational Opportunity and the Federal Role in Boston's Public Schools, 1950-1985
- Making Multiculturalism: Boundaries and Meaning in U. S. English Departments
- Education in Divided Societies
- Language and Aging in Multilingual Contexts
- Critical Literacy: What Every American Ought to Know
- The Cross-Cultural Transfer of Educational Concepts and Practices
- Multicultural Strategies for Education and Social Change: Carriers of the Torch in the United States and South Africa
- The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality
- Prelude and Pedagogy: Where the Twain Shall Meet
- Educating Citizens in a Multicultural Society, Second Edition
- The Price We Pay: Economic and Social Consequences of Inadequate Education
- Multicultural Education Policies in Canada and the United States
- Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration
- Equality in Education Law and Policy, 1954-2010
- Slavery and American Colleges: Historical Entanglements that Matter for Understanding Inequality Today
- Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns
- The Pursuit of Racial and Ethnic Equality in American Public Schools: Mendez, Brown, and Beyond
- The Persistence of Inequality in Education: Schools, Spelling Groups, and the Problems of Reform
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- Susan Semel
Hofstra University
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