Religious Education for the Disenfranchised: Fusing Multicultural Strategies into Catholic High School Religion Classes.
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| Title: | Religious Education for the Disenfranchised: Fusing Multicultural Strategies into Catholic High School Religion Classes. |
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| Language: | English |
| Authors: | Kremer, Mary |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 2003 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Catholic Schools, Classroom Research, Futures (of Society), Hermeneutics, High Schools, Multicultural Education, Naturalistic Observation, Phenomenology, Religious Education, Secondary Education, Student Needs |
| Subject Chronological: | Twenty First Century |
| Abstract: | Although multicultural education is misunderstood by many and feared by some, it has been embraced by educators throughout the world as a necessary approach to preparing the next generation for the complexities of the 21st century. A study explored the work of three Catholic secondary religion teachers, who use multicultural strategies in their classrooms. Data come from classroom observations in metropolitan schools in the United States, interviews, and personal reflections using Max Van Manen's hermeneutic phenomenological methodology. The study concludes that when teachers understand and embrace multicultural principles student benefits increase, particularly in terms of self efficacy and a desire to participate in creating a more just society. It is estimated that by 2020 half of the students in schools will be nonwhite schools. Education must respond to students of color as a matter of justice and for the sake of maintaining a strong workforce into the next century. (Contains 20 references.) (Author/BT) |
| Entry Date: | 2004 |
| Accession Number: | ED479174 |
| Database: | ERIC |
| Abstract: | Although multicultural education is misunderstood by many and feared by some, it has been embraced by educators throughout the world as a necessary approach to preparing the next generation for the complexities of the 21st century. A study explored the work of three Catholic secondary religion teachers, who use multicultural strategies in their classrooms. Data come from classroom observations in metropolitan schools in the United States, interviews, and personal reflections using Max Van Manen's hermeneutic phenomenological methodology. The study concludes that when teachers understand and embrace multicultural principles student benefits increase, particularly in terms of self efficacy and a desire to participate in creating a more just society. It is estimated that by 2020 half of the students in schools will be nonwhite schools. Education must respond to students of color as a matter of justice and for the sake of maintaining a strong workforce into the next century. (Contains 20 references.) (Author/BT) |
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