Beyond Comfort Zones in Multiculturalism: Confronting the Politics of Privilege

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Sandra Jackson, Jose Solis, José Solís
Greenwood Publishing Group, 1995 - 269 Seiten


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.

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Inhalt

Introduction Resisting Zones of Comfort in Multiculturalism
1
From I to We Self Determination and the Multicultural
15
White Studies The Intellectual Imperialism of US Higher Education
17
Multiculturalism War in America Continues
37
Nuestra Realidad Historical Roots of Our Latino Identity
53
Racism White Skin Privilege
65
The Politics of Culture Multicultural Education After the Content Debate
67
Academic Apartheid American Indian Studies and Multiculturalism
89
Entre la Marquesina y la Cocina
149
Deconstructing Mainstream Discourse Through Puerto Rican Womens Oral Narratives
171
Curriculum Canon and Syllabi Whos Teaching What and How
193
Education in Community The Role of Multicultural Education
195
Core Culture and Core Curriculum in South Africa
209
The Peer Review Group Writing Negotiation and Metadiscourse in the English Classroom
227
The Cultural Ethos of the Academy Potentials and Perils for Multicultural Education Reform
239
Index
257

The Doorkeepers Education and Internal Settler Colonialism the Mexican Experience
113
Gendered Subjectivities
127
Negotiating Self Defined Standpoints in Teaching and Learning
129
About the Contributors
267
Urheberrecht

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Seite 39 - SO far inferior, that they had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit.
Seite 97 - We are however not the less obliged by your kind offer, though we decline accepting it : and to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take great care of their education, instruct them in all we know, and make men of them.
Seite 96 - But you who are wise must know, that different Nations have different Conceptions of things; and you will therefore not take it amiss, if our Ideas of this Kind of Education happen not to be the same with yours.
Seite 39 - The question before us is, whether the class of persons described in the plea in abatement compose a portion of this people, and are constituent members of this sovereignty? We think they are not, and that they are not included, and were not intended to be included, under the word citizens...
Seite 97 - We have had some experience of it : several of our young people were formerly brought up at the colleges of the northern provinces ; they were instructed in all your sciences ; but when they came back to us, they were bad runners ; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy ; spoke our language imperfectly ; were therefore neither fit for hunters, warriors, nor counsellors ; they were totally...
Seite 18 - It seems to me that one has to look at imperialism as a multifarious response to a common opportunity that consists simply in disparity of power. Whenever and wherever such disparity has existed, people and groups have been ready to take advantage of it. It is, one notes with regret, in the nature of the human beast to push other people around— or to save their souls or "civilize...
Seite 39 - On the contrary, they were at that time considered as a subordinate 'and inferior class of [МОД beings, who had been subjugated by the dominant race, and whether emancipated or not, yet remained subject to their authority, and had no rights or privileges but such as those who held the power and the government might choose to grant them.
Seite 223 - No one today is purely one thing. Labels like Indian, or woman, or Muslim, or American are no more than starting points, which if followed into actual experience for only a moment are quickly left behind.
Seite 39 - ... that they had no rights which the white man was bound to respect; and that the negro might justly and lawfully be reduced to slavery for his benefit. He was bought and sold, and treated as an ordinary article of merchandise and traffic, whenever a profit could be made by it. This opinion was at that time fixed and universal in the civilized portion of the white race.
Seite 32 - Allan Bloom, The Closing of the American Mind (New York: Simon & Schuster, 1987), and ED Hirsch, Jr., Cultural Literacy (Boston: Houghton Mifflin, 1987).

Über den Autor (1995)

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. He is the author of Public School Reform in Puerto Rico: Sustaining Colonial Models of Development (Praeger, 1994).

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