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).
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
