Doing "diversity" at dynamic high: Problems and possibilities of multicultural education in practice

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Abstract

In this article, I examine how students, teachers and staff understood and addressed cultural difference at an urban, public high school in the United States. My research reveals that the school's multicultural practices contradictorily sustained and exacerbated problems and made teachers resistant to multicultural education. Simultaneously, my research elucidates the ways in which pedagogy that focuses on tensions and conflicts that arise from cultural differences offer important possibilities for multicultural education.

Original languageEnglish (US)
Pages (from-to)473-495
Number of pages23
JournalEducation and Urban Society
Volume42
Issue number4
DOIs
StatePublished - May 1 2010

Keywords

  • Ethnography
  • Hmong
  • Immigrant students
  • Lao
  • Multicultural education
  • Urban education

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