Language:

Minority Education and Analytical Thinking Skills: Traditionalizing Disempowerment

The High School journal, 2001-12, Vol.85 (2), p.24-32 [Peer Reviewed Journal]

Copyright 2001 The University of North Carolina Press ;COPYRIGHT 2001 University of North Carolina Press ;Copyright University of North Carolina Press Dec 2001/Jan 2002 ;ISSN: 0018-1498 ;ISSN: 1534-5157 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2001.0022

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Minority Education and Analytical Thinking Skills: Traditionalizing Disempowerment
Author: Freed, Craig ; Peña, Robert
Subjects: Back to basics curriculum ; Basic education ; Children ; Communities ; Community and school ; Critical thinking ; Curricula ; Education ; Educational evaluation ; Evaluation ; High school curriculum ; High school students ; High schools ; Minorities ; Minority & ethnic groups ; Minority students ; Native American education ; Native Americans ; Occupational training ; Public schools ; School districts ; Schools ; Secondary school curricula ; Secondary school teachers ; Secondary schools ; Social aspects ; Study and teaching ; Teachers ; Thinking skills ; United States
Is Part Of: The High School journal, 2001-12, Vol.85 (2), p.24-32
Description: This research examines a community struggling to define the type of education needed for its children. After years of being a minority culture in a much larger school district, a small group of individuals in the community petitioned the state to begin a new school district. Community members indicated a desire for an emphasis on vocational skills so students would be more employable. The teachers, most coming from outside the community, wanted a more liberal arts curriculum with an emphasis on analytical thinking skills. In the nearly twenty years since the district's formation, a random autonomy has come to define the curriculum efforts made by the professional educators. Unless there is a significant effort to arrive at a community and school consensus, it is unlikely that an empowering, relevant high school curriculum will be established.
Publisher: Chapel Hill: The University of North Carolina Press
Language: English
Identifier: ISSN: 0018-1498
ISSN: 1534-5157
EISSN: 1534-5157
DOI: 10.1353/hsj.2001.0022
Source: ProQuest One Psychology
ProQuest Central

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Minority Education and Analytical Thinking Skills: Traditionalizing Disempowerment

Copyright 2001 The University of North Carolina Press ;COPYRIGHT 2001 University of North Carolina Press ;Copyright University of North Carolina Press Dec 2001/Jan 2002 ;ISSN: 0018-1498 ;ISSN: 1534-5157 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2001.0022

Searching Remote Databases, Please Wait