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Deterritorializing multicultural edu...

Atasay, Engin.

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Deterritorializing multicultural education: Re-conceptualizing social justice curriculum and teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Deterritorializing multicultural education: Re-conceptualizing social justice curriculum and teaching./
Author:	Atasay, Engin.
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643395
ISBN:	9781321309737

Deterritorializing multicultural education: Re-conceptualizing social justice curriculum and teaching.
Atasay, Engin.

Deterritorializing multicultural education: Re-conceptualizing social justice curriculum and teaching. - 214 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--The University of Utah, 2014.

This item must not be sold to any third party vendors.

In an effort to begin rethinking multicultural education, this dissertation intends to problematize multicultural education social justice discourse. I analyze multicultural education's territorial assumptions about power---and the subsequent social arrangements of power (social justice, equality and democracy)---which limit its conceptualizations of progressive social change and social justice education. Later I explore how territorial frameworks render MCE assumptions about social justice education amenable to neoliberal discourses that endorse liberal versions of social equity and associate greater social justice with capital accumulation. Lastly---with particular attention to multicultural education curriculum and teaching---my research strives to propose deterritorial notions of power, social justice and teaching to help imagine explorative multicultural education pedagogies.

ISBN: 9781321309737Subjects--Topical Terms:

3173367
Educational philosophy.

Deterritorializing multicultural education: Re-conceptualizing social justice curriculum and teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Frank Margonis.
502 $a Thesis (Ph.D.)--The University of Utah, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a In an effort to begin rethinking multicultural education, this dissertation intends to problematize multicultural education social justice discourse. I analyze multicultural education's territorial assumptions about power---and the subsequent social arrangements of power (social justice, equality and democracy)---which limit its conceptualizations of progressive social change and social justice education. Later I explore how territorial frameworks render MCE assumptions about social justice education amenable to neoliberal discourses that endorse liberal versions of social equity and associate greater social justice with capital accumulation. Lastly---with particular attention to multicultural education curriculum and teaching---my research strives to propose deterritorial notions of power, social justice and teaching to help imagine explorative multicultural education pedagogies.
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650 4 $a Education policy. $3 2191387
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643395