A Culturally-Based Education System for the Disadvantaged. Final Report.

Autor/in	Baratz, Joan C.
Institution	Pennsylvania State Univ., University Park. Coll. of Education.
Titel	A Culturally-Based Education System for the Disadvantaged. Final Report.
Quelle	(1971), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Education; Cultural Awareness; Cultural Education; Cultural Influences; Disadvantaged Youth; Educational Needs; Educational Principles; Educational Theories; Minority Group Children; Models; School Planning; Systems Approach + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Cultural influence; Kultureinfluss; Benachteiligter Jugendlicher; Educational need; Bildungsbedarf; Bildungsprinzip; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Systemischer Ansatz
Abstract	All educational and formal schooling systems are culturally based insofar as they are products of the cultures that initiate them. The question that this paper addresses itself to is the relationship of the formal schooling of disadvantaged children to their sub-cultural education. What is unique about the cultural model as it is discussed here is that we are suggesting that the United States, hithertofore defined as the melting pot par excelence, is a prime candidate for a schooling system that recognizes the retention of distinct cultural groups within its shores, and recognizes the value of these diverse cultural ways. In addition, we suggest that among the diverse subcultures that should be considered as pertinent to such a school system is the Negro American. In fact, his case is used as the prime example of this paper since he is a member of one of the larger minority groups in this country, and since if one does not make a case for his culture being distinct, he may well be excluded from a cultural model. The search for new directions in research in education is essentially motivated by the fact that our existing theoretical positions have not proven fruitful in terms of helping children from minority groups achieve in the public schools. In order to construct new theoretical bases for research possibilities it is first necessary to consider what the prevailing theoretical notions are, where they are sound, where they are inadequate, and where they must be amended and new positions put forth. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC