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- W2486457434 abstract "In this study, I sought to understand an African American teacher’s curriculum development and teaching in a suburban (mostly White) high school. (The terms “African American” and “Black” are used interchangeably throughout this chapter.) The study contributes to the literature in that it focuses on a context that might otherwise be ignored because there is not a large student-of-color representation in the school. Evidence is needed to understand how multicultural education emerges and is received in a variety of contexts, including suburban schools, because students will interact with multicultural, multiracial, multilingual, and multiethnic people in the United States for the remainder of their lives. In like form, these people of color will interact with mainstream students, and it is essential for all students to develop knowledge, skills, awareness, and understandings in order to live healthy and productive lives." @default.
- W2486457434 created "2016-08-23" @default.
- W2486457434 creator A5031154903 @default.
- W2486457434 date "2010-01-01" @default.
- W2486457434 modified "2023-10-14" @default.
- W2486457434 title "Developing a Multicultural Curriculum in a Predominantly White Teaching Context" @default.
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- W2486457434 doi "https://doi.org/10.1057/9780230105669_3" @default.
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