Synopses & Reviews
In this work, Antonia Darder draws upon the writings of Brazilian philosopher Paulo Freire and American theorist Henry Giroux to provide a detailed look at the education of subordinate cultural groups in the United States, and the impact of dominant cultural forces on the lives of students from disenfranchised communities. Darder confronts the cultural values and practices that serve to marginalize black, Latino, Asian, and other bicultural students, and offers a set of theoretical principles from which to develop a critical practice of bicultural education.
By expanding the dialogue with respect to bicultural education, Darder provides classroom teachers with a critical theoretical perspective by which they can evaluate their current practices with bicultural students. The book introduces the principles of a culturally democratic vision of schooling that both challenges the pluralistic notions of multicultural approaches, and also represents something of a political project, dedicated to securing the societal participation of communities and groups that historically have been excluded from the mainstream of American life. The work concludes with a practical study of bicultural education. This unique work will be an important resource for teachers, education students, and educational researchers, as well as a valuable addition to college and university libraries.
Synopsis
Darder examines the impact of dominant cultural forces on the lives of students from disenfranchised communities and confronts the cultural values and practices that serve to marginalize Black, Latino, Asian, and other bicultural students.
Synopsis
In this work, Darder examines the impact of dominant cultural forces on the lives of students from disenfranchised communities, and confronts the cultural values and practices that serve to marginalize Black, Latino, Asian, and other bicultural students. She offers a set of theoretical principles from which to develop a critical practice of bicultural education, and provides classroom teachers with a critical perspective by which they can evaluate their current practices with bicultural students. The book concludes with a practical study of bicultural development at one college.
Description
Includes bibliographical references (p. [161]-166) and index.
About the Author
ANTONIA DARDER is Assistant Professor of Education at Claremont Graduate School, Claremont, California.
Table of Contents
Series Foreword
Preface
The Problem with Traditional American Pedagogy and Practice
The Link Between Culture and Power
A Critical Theory of Cultural Democracy
Critical Pedagogy as a Foundation for Bicultural Education
Creating the Conditions for Cultural Democracy in the Classroom
Informaing Practice: The Pacific Oaks College Bicultural Development Program
Bibliography
Index