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Preparing Citizens for Multicultural Democracy in a U.S. History Class

Preparing Citizens for Multicultural Democracy in a U.S. History Class Abstract: The authors extend the literature on multicultural democratic citizenship education (Marri, 2005) with a case study about how a highly esteemed high school teacher involved a heterogeneous group of students in a rigorous, engaging, critical study of U.S. History. Mr. Scott's teaching was noteworthy in its community building, thorough disciplinary content and deliberative pedagogies, yet obstacles to student engagement persisted. This study illustrates powerful pedagogical practice that informs research and practice and reveals ongoing challenges in high school teaching, even in a supportive environment. It adds to the research on teaching for multicultural citizenship and provides descriptive examples of how powerful pedagogical practice (Shulman, 1987) can be combined with multicultural democratic citizenship education (Banks, 1993; Parker, 1996). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Preparing Citizens for Multicultural Democracy in a U.S. History Class

DiCamillo, Lorrei.
The High School Journal , Volume 93 (2) – Mar 6, 2010
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Publisher
University of North Carolina Press
Copyright
Copyright © University of North Carolina Press
ISSN
1534-5157
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Abstract

Abstract: The authors extend the literature on multicultural democratic citizenship education (Marri, 2005) with a case study about how a highly esteemed high school teacher involved a heterogeneous group of students in a rigorous, engaging, critical study of U.S. History. Mr. Scott's teaching was noteworthy in its community building, thorough disciplinary content and deliberative pedagogies, yet obstacles to student engagement persisted. This study illustrates powerful pedagogical practice that informs research and practice and reveals ongoing challenges in high school teaching, even in a supportive environment. It adds to the research on teaching for multicultural citizenship and provides descriptive examples of how powerful pedagogical practice (Shulman, 1987) can be combined with multicultural democratic citizenship education (Banks, 1993; Parker, 1996).

Journal

The High School Journal – University of North Carolina Press

Published: Mar 6, 2010

There are no references for this article.