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Cultures of Schooling (RLE Edu L Sociology of Education) : Pedagogies for Cultural Difference and Social Access

By: (Author) Bill Cope , (Author) Greg Noble , (Author) Mary Kalantzis , (Author) Scott Poynting

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Ksh 27,050.00

Format: Hardback or Cased Book

ISBN-10: 0415504392

ISBN-13: 9780415504393

Series: Routledge Library Editions: Education

Publisher: Taylor & Francis Ltd

Imprint: Routledge

Country of Manufacture: GB

Country of Publication: GB

Publication Date: Dec 8th, 2011

Print length: 280 Pages

Weight: 680 grams

Product Classification: Moral & social purpose of education

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This volume examines the ways schools respond to cultural and linguistic diversity. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the traditional curriculum of cultural assimilation to the progressivist curriculum of cultural pluralism. The book analyzes the limitations of the progressivist model of multicultural education and suggests a new ‘post-progressivist’ model, in evidence already in an incipient and as yet tentative ‘self-corrective’ trend in the case-study schools.

This volume examines the ways schools respond to cultural and linguistic diversity. A richness of accumulated experience is portrayed in this study of six Australian secondary schools; partial success, near success or instructive failure as the culture of the school itself was transformed in an attempt to meet the educational needs of its students. Set in the context of a general historical background to the development of multicultural education in Australia, a theoretical framework is developed with which to analyze the move from the traditional curriculum of cultural assimilation to the progressivist curriculum of cultural pluralism. The book analyzes the limitations of the progressivist model of multicultural education and suggests a new ‘post-progressivist’ model, in evidence already in an incipient and as yet tentative ‘self-corrective’ trend in the case-study schools.


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