Processual Approaches to Multicultural Education

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Although “multicultural education” has been implemented in school districts across the country for more than two decades, these approaches generally have relegated notions of “culture” to observable surface markers of folklore, food, and holidays. Practitioners have been in-serviced with new sets of stereotypes that assume that all members of a particular group share a normative and an integrated view of their own culture. Processual approaches to culture that take into account ambiguity and multiple perspectives can reorient educators to consider the everyday lived experiences of their students. The households from which students emerge are intersected by multiply mediated constructs that can belie a harmonious and homogeneous set of shared cultural forms. Data from an educational project that exposes practitioners to alternate views of cultural processes are presented and analyzed in terms of classroom practice.

Original languageEnglish (US)
Pages (from-to)234-244
Number of pages11
JournalThe Journal of Applied Behavioral Science
Volume31
Issue number2
DOIs
StatePublished - 1995

Fingerprint

Folklore
Students
Education
Holidays
Food

ASJC Scopus subject areas

  • Applied Psychology

Cite this

Processual Approaches to Multicultural Education. / Gonzalez, Norma E.

In: The Journal of Applied Behavioral Science, Vol. 31, No. 2, 1995, p. 234-244.

Research output: Contribution to journalArticle

@article{66b266d51ffa4d749c4ec9c47294505c,
title = "Processual Approaches to Multicultural Education",
abstract = "Although “multicultural education” has been implemented in school districts across the country for more than two decades, these approaches generally have relegated notions of “culture” to observable surface markers of folklore, food, and holidays. Practitioners have been in-serviced with new sets of stereotypes that assume that all members of a particular group share a normative and an integrated view of their own culture. Processual approaches to culture that take into account ambiguity and multiple perspectives can reorient educators to consider the everyday lived experiences of their students. The households from which students emerge are intersected by multiply mediated constructs that can belie a harmonious and homogeneous set of shared cultural forms. Data from an educational project that exposes practitioners to alternate views of cultural processes are presented and analyzed in terms of classroom practice.",
author = "Gonzalez, {Norma E}",
year = "1995",
doi = "10.1177/0021886395312008",
language = "English (US)",
volume = "31",
pages = "234--244",
journal = "The Journal of Applied Behavioral Science",
issn = "0021-8863",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Processual Approaches to Multicultural Education

AU - Gonzalez, Norma E

PY - 1995

Y1 - 1995

N2 - Although “multicultural education” has been implemented in school districts across the country for more than two decades, these approaches generally have relegated notions of “culture” to observable surface markers of folklore, food, and holidays. Practitioners have been in-serviced with new sets of stereotypes that assume that all members of a particular group share a normative and an integrated view of their own culture. Processual approaches to culture that take into account ambiguity and multiple perspectives can reorient educators to consider the everyday lived experiences of their students. The households from which students emerge are intersected by multiply mediated constructs that can belie a harmonious and homogeneous set of shared cultural forms. Data from an educational project that exposes practitioners to alternate views of cultural processes are presented and analyzed in terms of classroom practice.

AB - Although “multicultural education” has been implemented in school districts across the country for more than two decades, these approaches generally have relegated notions of “culture” to observable surface markers of folklore, food, and holidays. Practitioners have been in-serviced with new sets of stereotypes that assume that all members of a particular group share a normative and an integrated view of their own culture. Processual approaches to culture that take into account ambiguity and multiple perspectives can reorient educators to consider the everyday lived experiences of their students. The households from which students emerge are intersected by multiply mediated constructs that can belie a harmonious and homogeneous set of shared cultural forms. Data from an educational project that exposes practitioners to alternate views of cultural processes are presented and analyzed in terms of classroom practice.

UR - http://www.scopus.com/inward/record.url?scp=84965419348&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84965419348&partnerID=8YFLogxK

U2 - 10.1177/0021886395312008

DO - 10.1177/0021886395312008

M3 - Article

AN - SCOPUS:84965419348

VL - 31

SP - 234

EP - 244

JO - The Journal of Applied Behavioral Science

JF - The Journal of Applied Behavioral Science

SN - 0021-8863

IS - 2

ER -