Literaturnachweis - Detailanzeige
| Autor/inn/en | Hickling-Hudson, Anne; Ahlquist, Roberta |
|---|---|
| Titel | Contesting the curriculum in the schooling of Indigenous children in Australia and the United States: From eurocentrism to culturally powerful pedagogics. |
| Quelle | In: Comparative education review, 47 (2003) 1, S. 64-89Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Empirische Untersuchung; Fallstudie; Kulturelle Identität; Soziale Interaktion; Bildungssystem; Lehrerausbildung; Lehrerrolle; Leistungsbeurteilung; Multikulturalität; Curriculum; Minderheitensprache; Kolonialismus; Diskriminierung; Rassenintegration; Internationaler Vergleich; Ethnische Gruppe; Aborigines; Indianer; Australien; USA |
| Abstract | In the process of European colonialism, teachers were instruments of deculturalization, "the educational process of destroying a people's culture and replacing it with a new culture." Western schooling became pivotal to the attempt to eradicate the cultures of indigenous peoples across the globe. In most white-dominant countries, this decultralization continues. [This] comparative case study analysis found striking examples of this in the public school curricula and teaching methodologies provided for indigenous groups ... observed in Australia and the United States. This kind of pedagogy is challenged by culturlly negotiated indigenous schools such as two of those in this analysis and others cited in the discussion. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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