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Working toward multicultural democra...

Marri, Anand Reddy.

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Working toward multicultural democracy: Three secondary social studies teachers and their practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Working toward multicultural democracy: Three secondary social studies teachers and their practice./
作者:	Marri, Anand Reddy.
面頁冊數:	213 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2765.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101248

Working toward multicultural democracy: Three secondary social studies teachers and their practice.
Marri, Anand Reddy.

Working toward multicultural democracy: Three secondary social studies teachers and their practice. - 213 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2765.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

This study focused on how secondary social studies teachers taught about and for multicultural democracy (MCD) in their U.S. History courses. Recognizing the increasingly racially/ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, I investigated the ways in which three secondary social studies teachers use classroom-based multicultural democratic education (CMDE) to prepare students to become thoughtful, active, and effective citizens in the United States. In this instrumental collective case study, I asked the research question, how do secondary social studies teachers teach about and for multicultural democracy in U.S. History courses?Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Working toward multicultural democracy: Three secondary social studies teachers and their practice.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2765.
500 $a Supervisor: Diana Hess.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a This study focused on how secondary social studies teachers taught about and for multicultural democracy (MCD) in their U.S. History courses. Recognizing the increasingly racially/ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, I investigated the ways in which three secondary social studies teachers use classroom-based multicultural democratic education (CMDE) to prepare students to become thoughtful, active, and effective citizens in the United States. In this instrumental collective case study, I asked the research question, how do secondary social studies teachers teach about and for multicultural democracy in U.S. History courses?
520 $a I aimed to transform current conceptions of democracy and democratic education by providing initial models of multicultural democracy (MCD) and classroom-based multicultural democratic education (CMDE) in social studies classrooms. First, I expanded these notions of democracy by emphasizing socio-economic and cultural democracy, whereas U.S. liberal representative democracy only privileges political diversity. In my model, I suggested a theory of multicultural democracy, which incorporates political, social-economic, and cultural diversity. Second, to help students learn for and about multicultural democracy, I applied my CMDE framework, which combined the elements: critical pedagogy, building of community, and thorough disciplinary content and skills.
520 $a I discovered the three teachers taught about and for multicultural democracy with several goals. They wanted to provide to their students with "codes of power" (Delpit, 1995) such as effective communication and critical thinking skills. They also taught their students the skills needed to be effective citizens. Finally, these teachers extended the curriculum beyond the "official knowledge" (Apple, 1993) to attain these goals. I also discussed several factors and obstacles that influenced how these teachers taught about and for multicultural democracy. In light of the findings, I revised the CDME framework. To conclude, I presented implications for literature and research, and practitioners in social studies, multicultural, and democratic education.
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