Doctor of Philosophy (PhD)
First Committee Member
David R. Dickens
Number of Pages
Since Paulo Freire's (1970) revolutionary work Pedagogy of the Oppressed, "radical" (critical/feminist/multicultural) educators have endeavored to change the face of education by altering traditional power relations and by including the work and experiences of previously under- or unrepresented groups. Research to date in the field of radical pedagogy has been largely focused on and performed in the small and intimate classroom. Many of the approaches and techniques proposed by radical educators---though effective in smaller classes---are difficult to implement in the larger, more impersonal classroom which is becoming more and more prevalent in contemporary higher education. This research has been largely ethnographic and is exploratory in nature. Various pedagogical approaches have been used and a hybrid pedagogy---critical multiculturalism---has been developed. Data is presented in categories consistent with the goals of this research, i.e., (1) altering the traditional student-teacher power relation, (2) giving voice to previously marginalized students, (3) celebrating diversity without tokenism or exoticization, and (4) motivating students to think critically and to participate in positive social change. Implications for policy and future research are briefly discussed.
Classroom; Critical Education; Education; Multicultural; Multiculturalism; Multicultural Education; Pedagogy; Practice; Theory
Ethnology--Study and teaching; Social sciences--Research; Women's studies; Education, bilingual; Educational sociology
University of Nevada, Las Vegas
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Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065.