Mistaken Identity and Issues in Multicultural Education.

Autor/in	Mack, Carl, Jr.
Institution	National Association of Secondary School Principals, Reston, VA.
Titel	Mistaken Identity and Issues in Multicultural Education.
Quelle	In: Updating School Board Policies, 23 (1992) 6, S.1-4 (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Academic Achievement; Afrocentrism; Board of Education Role; Boards of Education; Cultural Differences; Elementary Secondary Education; Ethnocentrism; Multicultural Education; Public Schools; School Demography + Suchen Sie Ihr Suchwort? Schulleistung; Afro-centrisme; Afrozentrismus; Ausschuss; Kultureller Unterschied; Ethnozentrismus; Multikulturelle Erziehung; Public school; Öffentliche Schule; Schulbesuchsrate
Abstract	Working through a group approach with the community will help school districts reach a multicultural, multiracial consensus to ensure an excellent and equitable education for every child. There is a valid role for Afrocentric and Eurocentric concepts in a pluralist context which includes Hispanic, Native American, and Asian perspectives as well. School boards should continue to expand their efforts to meet the needs of our increasingly diverse student population in three areas: (1) development and implementation of board policy that improves the district's multicultural perspective; (2) assurance of affirmative hiring practices; and (3) review and refinement of the multicultural aspects of the district's curriculum. These actions should be driven by the single objective of improving student performance. A process referred to as the "three sets of three questions" strategy can help board members check on the soundness of any major proposal by dealing with three levels--personal, ramifications, and contingencies. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC