By Roxana Ng, Joyce Scane, Patricia Staton
This e-book keeps that there has no longer been adequate discussion and cross-fertilization among numerous varieties of severe techniques to schooling, significantly multicultural/anti-racist schooling, feminist pedagogy, and significant pedagogy. participants from Canada and the U.S. tackle academic matters correct to aboriginal peoples, humans of colour, and other people of non secular minorities in gentle of feminist and demanding pedagogical conception. they're delicate and aware of the facility kinfolk operative in a atmosphere, and handle the a number of and contradictory subjectivities of academics and beginners at the foundation of race, gender, classification, faith, ethnicity, age, and skill.
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Extra resources for Anti-Racism, Feminism, and Critical Approaches to Education: (Critical Studies in Education and Culture Series)
MULTICULTURAL POLICY DISCOURSES Over the years, policy discourses in multicultural education have consistently identified the variable of culture as the vehicle for the resolution Multiculturalism and Racial Inequality 25 of racial inequality and racial antagonism in school (Troyna & Williams, 1986). This central motif does represent a certain continuity with an earlier emphasis on minority culture identifiable in the proposals of liberal scholars for compensatory education. However, unlike the earlier liberal preoccupation with cultural deprivation, multicultural proponents tend to emphasize the positive qualities of minority cultural heritage.
But the emphasis on cultural understanding goes beyond the development of communication skills and respect for ethnic differences. Various preservice teacher education programs and state human relations guides emphasize the elimination of racial and sexual stereotypes and the development of positive attitudes towards minority and disadvantaged groups (Wisconsin Department of Public Instruction, 1986). This emphasis on attitudinal change is, for example, reflected in the Ann Arbor, Michigan, Board of Education’s regulations of the 1970s: Beginning in the 1972–73 school year, no student-teacher shall be accepted by the Ann Arbor schools unless he (she) can demonstrate attitudes necessary to support and create the multiethnic curriculum.
It makes a statement to students about the importance of their present and future roles Multiculturalism and Racial Inequality 33 as participants and contributors to society. Research findings by Cummins (1986) and Ogbu (1978) point out that significant school failure does not occur in cultural groups that are positively oriented toward both their own and others’ cultures. These students demonstrate a higher educational success rate. (P. 6) The second conceptual strand of this emancipatory agenda is related to the first, but more directly links race relations in the classroom to the economy.