Abstract/Details

Critical realism as an appropriate paradigm for a philosophy of education in multicultural contexts


2009 2009

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Abstract (summary)

The problem addressed in this study is the identification of a philosophical paradigm for the Philosophy of Education that is appropriate for accomplishing citizenship education in multicultural contexts. Section one includes a historical overview of the field of Philosophy of Education, designed to identify what philosophers and educators through the ages have identified as the basic goal or purpose of education—citizenship education, that is, the education of individuals prepared to participate and contribute in a meaningful way to their society. Section two includes an overview of the current state and needs of our educational system given its existing and growing multicultural nature, focusing especially on the kind of training teachers need to accomplish citizenship education in a multicultural context. Section three includes a discussion of what Critical Realism is and demonstrates how and why it is an appropriate paradigm for accomplishing citizenship education in multicultural contexts.

Indexing (details)


Subject
Cultural anthropology;
Philosophy;
Education philosophy
Classification
0326: Cultural anthropology
0422: Philosophy
0998: Education philosophy
Identifier / keyword
Philosophy, religion and theology; Social sciences; Education
Title
Critical realism as an appropriate paradigm for a philosophy of education in multicultural contexts
Author
Rogers, Glenn
Number of pages
92
Publication year
2009
Degree date
2009
School code
0582
Source
MAI 48/02M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109466300
Advisor
Lewis, Donald F.
University/institution
California State University, Dominguez Hills
University location
United States -- California
Degree
M.A.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1472187
ProQuest document ID
305083918
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305083918
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