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Multicultural Education (multicultural + education)
Selected AbstractsExploring Whiteness and Multicultural Education with Prospective TeachersCURRICULUM INQUIRY, Issue 1 2002Alice McIntyre In this article, I describe how I initiate an examination of whiteness with predominantly white students in teacher preparation programs by the use of group collages,a pedagogical tool that combines visual, textual, and oral representations of subject matter. In doing so, I illustrate one of the ways teacher educators can provide students with opportunities to (1) "see" whiteness as an integral aspect of educational discourse, (2) fix their gaze on themselves as a collective racial group, and (3) engage in processes aimed at changing beliefs, stereotypes, and practices that reproduce social and educational injustice. [source] The Hypothesis of Incommensurability and Multicultural EducationJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2009TIM MCDONOUGH This article describes the logical and rhetorical grounds for a multicultural pedagogy that teaches students the knowledge and skills needed to interact creatively in the public realm betwixt and between cultures. I begin by discussing the notion of incommensurability. I contend that this hypothesis was intended to perform a particular rhetorical task and that the assumption that it is descriptive of a condition to which intercultural interactions are necessarily subjected is an unwarranted extension of the hypothesis as originally conceived. After discussing the hypothetical nature of the notion of incommensurability and its critical role within the discourse of the human sciences, the article examines the usefulness of utopian narratives as examples of incommensurable systems that can be put to pedagogical work. I argue that the comparative study of utopian narratives can provide insight into possible means of creating passageways that lead not from one bounded system to another, but rather to mutually generated and generative pluralistic public cultures in which new norms can be articulated, shared and potentially legitimised. What is crucial to the point I am trying to make is that ,incommensurability' was initially posed as a hypothesis that, while impossible to prove, still served a critical discursive or rhetorical function. This function is one that it can still serve and in an important educational manner, outside the discourse of the human sciences, within a larger, increasingly multicultural and global society. [source] Multicultural education and genetic counselingCLINICAL GENETICS, Issue 3 2001J Weil The responsibility to provide accessible, useful genetic counseling to individuals from many cultures and ethnicities arises from the increasing ethnocultural diversity of the populations served, coupled with the ethical goal of providing equal access and quality of services for all individuals. The multicultural education, training, and practice of genetic counseling involves three major components: knowledge of relevant ethnocultural groups, ethnocultural self-awareness, and an understanding of institutional and social barriers to services. Despite the diversity of ethnocultural groups served and the critical role of direct experience and training for the genetic counselor, some general guidelines for multicultural genetic counseling can be identified. These include the importance of establishing and maintaining trust, the essential need to respect the counselee's healthcare beliefs and practices, and the necessity of understanding the impact of culture on the process of decision making and on counselee responses to nondirective counseling. [source] Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English ClassroomCURRICULUM INQUIRY, Issue 4 2005H. RICHARD MILNER ABSTRACT The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity. [source] Performing Race in Four Culturally Diverse Fourth Grade Classrooms: Silence, Race Talk, and the Negotiation of Social BoundariesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2009Rebecca Schaffer This article addresses how preadolescents produce and perform race through an ethnographic study of 8- to 11-year-old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive "troublemakers." Black students were more likely to openly discuss race and racism and used race talk to silence or isolate certain students.,[race, identity, media, elementary school, multicultural education] [source] | ||||||||||