Award Date

1-1-1998

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Sociology

First Committee Member

David R. Dickens

Number of Pages

127

Abstract

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.

Keywords

Classroom; Critical Education; Education; Multicultural; Multiculturalism; Multicultural Education; Pedagogy; Practice; Theory

Controlled Subject

Ethnology--Study and teaching; Social sciences--Research; Women's studies; Education, bilingual; Educational sociology

File Format

pdf

File Size

4290.56 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/puxi-p9md


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