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Student Movements for Multiculturalism : Challenging the Curricular Color Line in Higher Education by David Yamane (2001, Hardcover)
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About this product
Product Identifiers
PublisherJohns Hopkins University Press
ISBN-100801865883
ISBN-139780801865886
eBay Product ID (ePID)1747529
Product Key Features
Number of Pages216 Pages
LanguageEnglish
Publication NameStudent Movements for Multiculturalism : Challenging the Curricular Color Line in Higher Education
Publication Year2001
SubjectCurricula, Higher
TypeTextbook
AuthorDavid Yamane
Subject AreaEducation
FormatHardcover
Dimensions
Item Height0.7 in
Item Weight17 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN00-009779
Dewey Edition21
Reviews"This account of recent higher education history is a study in the power of students to affect their education."--Jennifer Patterson Lorenzetti, University Business, "The book's clarity and succinctness increase its accessibility to both researchers and practitioners... Yamane successfully argues the need for a multicultural curriculum by attempting to bridge the arguments of those for and against such a requirement [and] pushes the reader to not be satisfied with the current marginalization of the multicultural curricular requirement as only one or two courses of a student's general education requirement."--Elaine W. Kuo, Journal of College Student Development
Grade FromCollege Graduate Student
IllustratedYes
Dewey Decimal370.1/17
Table Of ContentPreface and Acknowledgements Abbreviations Chapter 1. There Is No Progress Without Struggle: Multiculturalism, Student Movements, and Academic Innovation Chapter 2. Challenging the curricular Color Line at UW-Madison Chapter 3. The Long March to American Cultures at UC-Berkeley Chapter 4. From Process to Product: Substantive Development and Implementation of the Requirements Chapter 5. Institutionalizing the Challenge: The Future of Curricular Multiculturalism Conclusion Appendix A: Methodological Notes Appendix B: Membership of Committees That Drafter Multicultural General Education Requirements at UW-Madison and UC-Berkeley Appendix C: Courses Satisfying Ethnic Studies Requirement at UW-Madison in First Year of Implementation Appendix D: Courses Satisfying American Cultures Requirement at UC-Berkley in First Year of Implementation Notes Index
SynopsisBeginning with the premise that a comprehensive understanding of American life must confront the issue of race, sociologist David Yamane explores efforts by students and others to address racism and racial inequality - to challenge the colour line - in higher education. By 1991, nearly half of all colleges and universities in the United States had established a multicultural general education requirement. Yamane examines how such requirements developed at the University of California at Berkeley and the University of Wisconsin at Madison during the late 1980s, when these two schools gained national attention in debates over the curriculum., "Yamane successfully argues the need for a multicultural curriculum by attempting to bridge the arguments of those for and against such a requirement [and] pushes the reader to not be satisfied with the current marginalization of the multicultural curricular requirement as only one or two courses of a student's general education requirement." -- Journal of College Student Development, Beginning with the premise that a comprehensive understanding of American life must confront the issue of race, sociologist David Yamane explores efforts by students and others to address racism and racial inequality--to challenge the color line--in higher education. By 1991, nearly half of all colleges and universities in the United States had established a multicultural general education requirement. Yamane examines how such requirements developed at the University of California at Berkeley and the University of Wisconsin at Madison during the late 1980s, when these two schools gained national attention in debates over the curriculum. Based on interviews, primary documents, and the existing literature on race and ethnic relations, education, cultural conflict, and the sociology of organizations, Student Movements for Multiculturalism makes an important contribution to our understanding of how curricular change occurs and concludes that multiculturalism represents an opening, not a closing, of the American mind.
LC Classification NumberLC212.42.Y24 2001
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