Synopses & Reviews
For peoples whose legal agreements, treaties, and other accords and conventions with the United States have been violated, multiculturalism as a pedagogical tool often becomes suspect of reinforcing the continued reification and abstraction of their cultures and nations with little if any real meaning for educational and social transformation. The continued oppression and repression of the exercise of self-determination for African Americans; the persistence of policies aimed at the destruction of indigenous populations and land; the insidious continuation of classical colonialism in the case of Puerto Rico are all vivid reminders to these peoples of the racist, classist, sexist, and homophobic patriarchy that characterizes their status. In order to restore people's rights to fully determine their own histories, Jackson and Solis point out that it is imperative to destroy the material foundations that breed and recycle the ideology, discourse, and cultural practices of domination. It is not enough to celebrate diversity and difference; there must be grand-scale social, political, economic, and educational transformation.
Synopsis
Addresses issues that must be examined critically within multicultural education, such as self-determination, decolonization, voice, race, class, gender, and language.
About the Author
SANDRA JACKSON is an Assistant Professor of Education at De Paul University in Chicago.JOSE SOLIS is an Assistant Professor of Education at DePaul University in Chicago.
Table of Contents
Acknowledgments
Series Foreword by Henry A. Giroux
Introduction: Resisting Zones of Comfort in Multiculturalism by Sandra Jackson and Jose Solis
From I to We: Self-Determination and the Multicultural
White Studies: The Intellectual Imperialism of U.S. Higher Education by Ward Churchill
Multiculturalism: War in America Continues by Imari Abubakari Obadele
Nuestra Realidad: Historical Roots of Our Latino Identity by Felix Masud-Piloto
Racism: White Skin Privilege
The Politics of Culture: Multicultural Education After the Content Debate by Cameron McCarthy and Arlette Ingram Willis
Academic Apartheid: American Indian Studies and "Multiculturalism" by Marie Annette Jaimes * Guerrero
The Doorkeepers: Education and Internal Settler Colonialism, the Mexican Experience by Priscilla Lujan Falcon
Gendered Subjectivities
Negotiating Self-Defined Standpoints in Teaching and Learning by Sandra Jackson
Entre la Marquesina y la Cocina by Jose Solis
Deconstructing Mainstream Discourse Through Puerto Rican Women's Oral Narratives by Lourdes Torres
Curriculum, Canon, and Syllabi: Who's Teaching What and How
Education in Community: The Role of Multicultural Education by Terence O'Connor
Core Culture and Core Curriculum in South Africa by Neville Alexander
The Peer Review Group: Writing, Negotiation, and Metadiscourse in the English Classroom by Linda Williamson Nelson
The Cultural Ethos of the Academy: Potentials and Perils for Multicultural Education Reform by Geneva Gay and Wanda Fox
Index
About the Contributors