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No One Model American

No One Model American No One Model American A Statement on Multicultural Education Multicultural education is education which values which cultural and individual support diversity unique- cultural Multicultural education the the of the pluralism. rejects ness ; (2) encouragement qualitative expan- view to that schools should seek melt cultural sion of ethnic cultures and their away existing incorporation differences or the view that schools should into the mainstream of American socioeconomic and merely tolerate cultural multicultural edu- the of in alterna- Instead, life; pluralism. political (3) support explorations cation affirms that schools should be oriented toward tive and life and the emerging styles; (4) encourage- the cultural enrichment of all children and ment and multi- of youth multiculturalism, multilingualism, rooted to the and ex- While insure that all dialectism. schools must students through programs preservation tension of cultural alternatives. Multicultural educa- their skills to function ef- are assisted in developing tion cultural as a fact of life in in such a commitment should not recognizes diversity fectively society, it this di- American and affirms that cultural or the of cultural differences. society, imply permit denigration is a valuable resource that should be Educational institutions role in versity preserved play a major shaping and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education SAGE

No One Model American

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0022-4871
eISSN
1552-7816
DOI
10.1177/002248717302400403
Publisher site
See Article on Publisher Site

Abstract

No One Model American A Statement on Multicultural Education Multicultural education is education which values which cultural and individual support diversity unique- cultural Multicultural education the the of the pluralism. rejects ness ; (2) encouragement qualitative expan- view to that schools should seek melt cultural sion of ethnic cultures and their away existing incorporation differences or the view that schools should into the mainstream of American socioeconomic and merely tolerate cultural multicultural edu- the of in alterna- Instead, life; pluralism. political (3) support explorations cation affirms that schools should be oriented toward tive and life and the emerging styles; (4) encourage- the cultural enrichment of all children and ment and multi- of youth multiculturalism, multilingualism, rooted to the and ex- While insure that all dialectism. schools must students through programs preservation tension of cultural alternatives. Multicultural educa- their skills to function ef- are assisted in developing tion cultural as a fact of life in in such a commitment should not recognizes diversity fectively society, it this di- American and affirms that cultural or the of cultural differences. society, imply permit denigration is a valuable resource that should be Educational institutions role in versity preserved play a major shaping and

Journal

Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education – SAGE

Published: Dec 1, 1973

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