Different Drummers: International Perspectives on Multicultural Education

Authors

  • Yuankun Yao University of Central Missouri
  • Dawna Lisa Buchanan University of Central Missouri
  • Joyce Chang University of Central Missouri
  • Uzziel Pecina University of Missouri at Kansas City
  • Ann Powell-Brown University of Central Missouri

DOI:

https://doi.org/10.18251/ijme.v11i2.161

Keywords:

multicultural curriculum, international perspectives

Abstract

This study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks’ framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society.

Author Biographies

Yuankun Yao, University of Central Missouri

Educational Foundations and Literacy Associate Professor

Dawna Lisa Buchanan, University of Central Missouri

Educational Foundations and Literacy Professor

Joyce Chang, University of Central Missouri

Educational Leadership and Human Development Professor

Uzziel Pecina, University of Missouri at Kansas City

Urban Leadership and Policy Studies in Education Assistant professor

Ann Powell-Brown, University of Central Missouri

Educational Foundations and Literacy Associate professor

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Published

2009-12-02

How to Cite

Yao, Y., Buchanan, D. L., Chang, J., Pecina, U., & Powell-Brown, A. (2009). Different Drummers: International Perspectives on Multicultural Education. International Journal of Multicultural Education, 11(2). https://doi.org/10.18251/ijme.v11i2.161

Issue

Section

Articles (Peer-reviewed)