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Educational Theories

• Adult Education in Continental Europe: An Annotated Bibliography of English-Language Materials 1992-1994. Monographs on Comparative and Area Studies in Adult Education
  This annotated bibliography contains 1,033 entries describing English-language materials regarding adult education (AE) in continental Europe that were identified through a systematic search of 188 periodicals.
• Bridging Multicultural Theory and Practice
  Gaps between multicultural theory and practice present some serious challenges and opportunities for future directions in the field. Instead of arguing about the best way to do multicultural education, it is more useful and empowering to legitimize multiple-levels appropriateness in working toward systemic reform.
• DBAE: The Next Generation
  Examines the development and evolution of discipline-based art education (DBAE) from its inception in the early 1980s to its current practice. Maintains that the movement's success comes from the support and acceptance of educators in the field.
• Defining Culture in a Multicultural Environment: An Ethnography of Heritage High School
  Examines how multicultural education can alter the learning environment of a school and thereby influence student relations, attitudes, and behaviors. The author discusses study findings that show the need for educational theory and practice to pay more attention to minority group interrelationships rather than the interaction between the traditionally dominant and subordinate groups.
• Dine College Struggles to Synthesize Navajo and Western Knowledge
  Discusses the 30-year struggle Navajo Community College leaders faced in developing a Navajo philosophy and education model that combines Navajo principles and values with a Western-based curriculum. Describes the 1995 implementation of Dine College's Philosophy of Education model at the Tsaile campus.
• Is There a Place for Cultural Studies in Colleges of Education?
  Describes the diverse assumptions and practices defined under the banner of cultural studies, suggesting how the field might have important consequences for individuals concerned with reforming schools and colleges of education. The paper addresses how progressive educators might contribute, examining how the field could be included in the larger discourse of social reconstruction.
• Making Space: Merging Theory and Practice in Adult Education
  This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field. Twenty-three chapters are grouped into five sections.
• Making Space: Merging Theory and Practice in Adult Education
  This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field.
• Multicultural Reasoning and the Appreciation of Art
  Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher.
• Obstaculos al aprendizaje--obstaculos a la ensenanza en contextos (Barriers to Learning--Barriers to Teaching in Multicultural Contexts). Papers on Teacher Training and Multicultural/Intercultural Education 25
  This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format.
• On the Teaching and Personal Construction of Educational Equity
  Introduces general ideas about educational equity and reviews levels used to analyze and conceptualize educational equity. Reviews the equity theorizing of several authors to highlight their insights and to help educators understand the social and personal construction of knowledge.
• Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy
  Argues that "Borderlands" discourse has served, and continues to serve, as a theoretical framework to advance educational theory by accounting for multiple subjectivity and difference. Provides historical background of Chicana/o Studies and its contribution to Borderlands theories.
• Religion and Multiculturalism in Education
  Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism.
• Teachers as Cultural Workers. Letters to Those Who Dare Teach. The Edge: Critical Studies in Educational Theory
  The essays in this collection, presented as letters to teachers, reaffirm Paulo Freire's place as the most significant educator in the world during the last half of the 20th century. As North America experiences a rapid change to conditions approximating those of the Third World, Freire's pedagogy becomes more important, not only for his methods of reading instruction but for the ways in which they can develop students' ability to be aware of themselves in the world and in their cultures.
• Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future
  Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM).
• The Evolution of Deficit Thinking: Educational Thought and Practice
  ”Deficit thinking” refers to the notion that students (particularly those of low-income, racial/ethnic minority background) fail in school because such students and their families have internal defects (deficits) that thwart the learning process (for example: limited educability; unmotivated; inadequate family support). Deficit thinking, an endogenous theory, ”blames the victim” rather than examining how the schools are structured to prevent certain students from learning.