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JAMES BANKS | Faculty
James A. Banks delivered the 29th Faculty Lecture, "Democracy, Diversity and Social Justice: Education in a Global Age'"...
CME LECTURE | Audrey Osler
24th CME Symposium, "Citizenship, Multiculturalism and Minority Education in Britain: a Question of Civil Rights or Human Rights?" ...
Center for
Multicultural Education
Handbook of Research on Multicultural Education, Second Edition
The First Edition was the Recipient of the 1997 Book Award from the National Association of Multicultural Education
The Handbook brings together in one volume the major research and scholarship related to multicultural education that has developed since the field emerged in the 1960s and 1970s. Research is broadly defined in this Handbook. It includes discussions and summaries of research using experimental and quasi-experimental designs, historical and philosophical inquiry, ethnographic studies, survey research, scholarship broadly defined, and insights gained from practice. Each chapter, which is written by a leading authority, critically discusses and summarizes the research on a specific topic, as well as describe the implications of the discussion for further research, policy, and practice.
The Handbook is divided into 12 parts. Part I describes the nature, history, goals, and status of the field. The major purpose of the chapters in this section is to provide readers with a description of the way in which the field has developed historically and of its various components and dimensions. Several salient issues, trends and developments that have significant implications for teaching and learning in a multicultural society are described in Part II. The issues discussed are access and achievement in math and science; assessment, standards and equity; and multiracial families and children.
Part III focuses on research and research issues in multicultural education. The chapters in this part describe examples of research in multicultural communities and classrooms as well as guidelines for conducting sound research in the field. The ways in which knowledge is constructed is a major research topic in both feminist and ethnic studies scholarship. Part IV focuses on knowledge construction and critical studies. Critical multicultural education, which is discussed in Chapter 13, has emerged as a notable trend in the field. The chapters in Part V examine ways in which researchers have described various ethnic groups in past and contemporary research and publications.
Center for Multicultural Education
