Using Textbooks for the Multicultural Transformation: The Case of Sociology

Ironically, introductory textbooks for sociology present a distorted characterization of reality, ignoring race, class, and gender and generalizing from the experience of society's dominant group. New textbooks should have four themes: vital role of sociologists as social critics; diversity as...

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Bibliographic Details
Published inTransformations (Wayne, N.J.) Vol. 7; no. 2; pp. 1 - 10
Main Authors Zinn, Maxine Baca, Eitzen, D. Stanley
Format Journal Article
LanguageEnglish
Published University Park The New Jersey Project, William Paterson College 01.10.1996
Pennsylvania State University Press
Subjects
Cultural differences
Cultural diversity
Cultural Pluralism
Curricula
Demography
Discrimination
Education
Ethnic diversity
Higher Education
Human relations
Interpersonal communication
Literature
Multicultural Education
Multicultural textbooks
Multiculturalism
Multiculturalism & pluralism
Otherness
Personal relationships
Racial diversity
Relevance (Education)
Social Sciences
Sociology
Sociology Education
Stereotypes
Textbook Bias
Textbook Content
Textbooks
Theme
Undergraduate Students
Undergraduate Study
New York
United States > US
New Jersey
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Summary:Ironically, introductory textbooks for sociology present a distorted characterization of reality, ignoring race, class, and gender and generalizing from the experience of society's dominant group. New textbooks should have four themes: vital role of sociologists as social critics; diversity as socially constructed; people's role in shaping their own lives; and the function of groups in shaping others' reality. (MSE)
Bibliography:Journal avail: The New Jersey Project, Matelson 110, William Patterson College, Wayne, NJ 07470 ($15 annually).
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1052-5017
2377-9578