Multicultural World Studies In The History Of American Education

The study on multicultural issue in American educational historiography is a kind of educational history research,which focuses on the reflection on the educational history knowledge and discipline.Taking the written of history as the research object means a new secondary research.It can be historical,and also may be analytical and critical.This study tries to be a combination of both,but pays more emphasis on the latter.With a multicultural perspective,rereading the classical educational historical works,can open and show a multicultural world of the American educational history.Based on case study about comprehensive educational historiography works,the paper carried on a deep thinking about writing theory of educational history,trying to reveal the generative mechanism of the meaning of multicultural historiography about American education.Thus,there is a reflection on the knowledge of the nature of the educational history.The paper is divided into three parts,including an introduction,body text and conclusion.The body includes five chapters,the first chapter mainly put forward the multicultural theme of education historiography.With an overview of the binary structure of ethnic relations in American society,it points out the facts that the minority suffer from prejudice and discrimination in American.From the aspects of social practice and theory of ideological,different multicultural position and value can be found.The American educational historiography in the 20th century may be divided into three main schools.From Cubberley to Cremin,it stands for the two important age of American educational historiography.And another work the American school help Spring to be an significant historian especially on multicultural education history.The written of education history in cultural diversity context,multicultural issues internally to be an unavoidable topic for education historiography.The next three chapters are case study focusing on the American public education,American education and the American school.Cubberley,Cremin and Spring told us different historical story about American education in their comprehensive work.Cubberley was firmly speaking for the WASP mainstream culture.And Cremin was mostly defense for the PAAC mainstream culture.While Spring made a complaint for the minority.T he Multicultural world of American educational history has made the different sounds,showing the complex faces.The difference among the three stories are related to the personal experience and identity of the historians,and also related to their historical idea.The different use of historical data is the material basis of the difference among the three stories.The similarities and differences of historical idea is the key to historical value and historical significance.The differences reflections on historiography which were contained in the stories means the depth of cognitive about historical knowledge.The historical writing in the works has sublimated the historical significance of American education in certain degree,and value idea and the historical significance in the works were shaping the nation and ethnic identity in the United States.The fifth chapter is the summary and reflection basing on the three cases,which tries to answer the possibility of multicultural world of educational history.Through knowledge decoding,the multicultural world of American educational history can be understood deeply.Grasping the inherent relationship among the past,historians works and readers as a whole,it can reveal that the multicultural world of educational history do not equal to the past.Catching the story implications,it can point out the historical levels contained in the history world,and draw out the plotment in historical writing,with which the story form can be shaped.Meanwhile,feeling the identity consciousness in the history comes true.The decoding process itself is a kind of self-reflection and critical thinking.