Ladson-Billings, Gloria. "Beyond Multicultural Illiteracy." Journal of Negro Education
2nd ser. 60 (1991):147-57. Print.
In this study, Ladson-Billings sought to determine if the validity of the conservative contention that the curriculum has suffered from the inordinate influence of special interest groups. Ladson- Billings claims that if the conservative’s assertion is true. America’s students lacking sufficient knowledge of Western civilization should at least have an alternative knowledge base of non-Western civilization. Practically speaking, if the curriculum today’s college students experienced in high school was “victimized” by the special interests of ethnic and women’s studies, then these students should be able to recognize some names and dates related to the contributions of non-Europeans to American history and world civilization. Ladson-Billings experience teaching pre-teaching majors over the years has shown her the opposite of such teachings.
According to Educational Research Quantitative, Qualitative,, and Mixed Approaches (Johnson and Christensen), “Qualitative research uses a wide-and deep angle lens, examining human choice and behavior as it occurs naturally in all of its detail (35).”
The study of “Beyond Multicultural Illiteracy” is qualitative and the purpose of the study conducted is to see if students who are to be teaching to students with cultural differences are equipped with the knowledge of another culture. It is also very important to take into consideration that the students in this study were pre-teaching majors that had not decided to be teachers. However, the basis of the study will be of great contribution to curriculum writers and to State Boards of Education. Students’ exposure to non- Western authors and writers, as well as events should be seen in curriculums for students, k thru 12.
The study does a... [continues]
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