RECOGNITION AS A CONTEXT FOR MULTICULTURAL EDUCATION: MEANING AND THEORY UNPACKED

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ASGARI MAHDI

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Journal Paper

Paper Information

Journal: JOURNAL OF CURRICULUM STUDIES (J.C.S.) Year:2009 | Volume:13 | Issue:11 Page(s): 7-27

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Information Journal Paper

Title

RECOGNITION AS A CONTEXT FOR MULTICULTURAL EDUCATION: MEANING AND THEORY UNPACKED

Author(s)

ASGARI MAHDI | Issue Writer Certificate

Keywords

MULTICULTURAL CURRICULUM

RECOGNITION

MISRECOGNITION

MIRRORING

POLITICS OF DIFFERENCE

POLITICS OF EQUAL DIGNITY

Abstract

This paper examines the importance of having a MULTICULTURAL CURRICULUMin amulticultural society. It focuses on the theory of “recognition” and its application in multicultural educational contexts. RECOGNITION is an important social mechanism that needs to be practiced at both personal and social levels. In the public place of school, students of different race, gender, class, and ethnicity need to be recognized for their individuality and distinctness from everyone else so that their identity is not glossed over by the identity of the majority group. Meanwhile, students should be treated all equally as human beings no matter where they are coming from or what their differences are. This is what Charles Taylor calls ‘the POLITICS OF DIFFERENCE’ and ‘the POLITICS OF EQUAL DIGNITY’. RECOGNITION, whether it is RECOGNITION of human differences or it is RECOGNITION of human equality, needs to be a central concern of educators and be practiced at schools. This paper examines Taylor’s politics of RECOGNITION as well as Charles Bingham’s idea on “mirroring” which is very much related to the concept of RECOGNITION. In addition, using Vivian Paley's teaching experiences, some practical examples will be given to explain recognizing students for who they are and celebrating their heterogeneity in classroom.

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APA: Copy

ASGARI, MAHDI. (2009). RECOGNITION AS A CONTEXT FOR MULTICULTURAL EDUCATION: MEANING AND THEORY UNPACKED. JOURNAL OF CURRICULUM STUDIES (J.C.S.), 13(11), 7-27. SID. https://sid.ir/paper/570553/en

Vancouver: Copy

ASGARI MAHDI. RECOGNITION AS A CONTEXT FOR MULTICULTURAL EDUCATION: MEANING AND THEORY UNPACKED. JOURNAL OF CURRICULUM STUDIES (J.C.S.)[Internet]. 2009;13(11):7-27. Available from: https://sid.ir/paper/570553/en

IEEE: Copy

MAHDI ASGARI, “RECOGNITION AS A CONTEXT FOR MULTICULTURAL EDUCATION: MEANING AND THEORY UNPACKED,” JOURNAL OF CURRICULUM STUDIES (J.C.S.), vol. 13, no. 11, pp. 7–27, 2009, [Online]. Available: https://sid.ir/paper/570553/en

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