Speaking up and Speaking Out? Long-Term Impact of Critical Multicultural Pedagogy

Autor/in	Flynn, Jill Ewing
Titel	Speaking up and Speaking Out? Long-Term Impact of Critical Multicultural Pedagogy
Quelle	In: Multicultural Perspectives, 19 (2017) 4, S.207-214 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2017.1365611
Schlagwörter	Teaching Methods; Critical Theory; Multicultural Education; Outcomes of Education; Racial Bias; High School Students; Student Empowerment; Advantaged; Middle School Students; Followup Studies; Student Attitudes; Racial Integration; Dialogs (Language); Student Surveys; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Multikulturelle Erziehung; Lernleistung; Schulerfolg; Racial discrimination; Rassismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienberechtigung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Follow-up studies; Kontaktstudium; Schülerverhalten; Rassenintegration; Dialog; Dialogs; Dialogue; Dialogues; Schülerbefragung; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This study explores the long-term effects of critical multicultural pedagogy on seven adolescents. Four years later, participants continued to demonstrate awareness of privilege and racism, yet few were actively engaged in antiracist work. Participants also expressed disillusionment and lamented the lack of productive discussions of critical multicultural issues in high school. This research speaks to the need to empower students to participate in critical multicultural work for the long term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01