Anti-Racism, Feminism, and Critical Approaches to Education: by Roxana Ng, Joyce Scane, Patricia Staton

By Roxana Ng, Joyce Scane, Patricia Staton

This publication keeps that there has now not been adequate discussion and cross-fertilization among numerous kinds of serious techniques to schooling, particularly multicultural/anti-racist schooling, feminist pedagogy, and important pedagogy. members from Canada and the U.S. handle academic concerns suitable to aboriginal peoples, humans of colour, and other people of non secular minorities in gentle of feminist and important pedagogical thought. they're delicate and aware of the ability kinfolk operative in a environment, and handle the a number of and contradictory subjectivities of academics and rookies at the foundation of race, gender, category, faith, ethnicity, age, and skill.

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Additional info for Anti-Racism, Feminism, and Critical Approaches to Education: (Critical Studies in Education and Culture Series)

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Ideological Core Assumptions. Proponents of emancipatory multiculturalism operate on some basic assumptions about the role of education in the reproduction and transformation of race relations. These assumptions can be summarized as follows: (1) There is a fundamental mismatch between the school curriculum and the life experiences and cultural backgrounds of American minority youth (Swartz, 1988). (2) This mismatch exists because schools privilege white middle-class values while simultaneously suppressing the culture of minority youth (Williams, 1982).

Baker, 1977:80) In a similar manner, the University of Wisconsin’s Steering Committee on Minority Affairs, in its 1987 report, strongly emphasizes the need for course work that would promote racial tolerance: “The University must implement a mandatory six credit course requirement; and create and develop various Ethnic Studies Programs. These measures will recognize the contributions of ethnic minorities to American society and promote cross-cultural understanding and respect among the entire student body” p.

Buckingham, 1984:139) American school critics have raised other concerns about attitudinal change and cultural understanding programs. Writers such as Pettigrew (1974) and Garcia (1974) have argued that the content and methods of these programs are significantly flawed. Pettigrew (1974), Garcia (1974), and Kleinfeld (1975) point to the tendency of proponents of cultural understanding models to overemphasize the differences among ethnic groups, neglecting the differences within any one group. They also draw attention to the unintended effect of stereotyping, which results in multicultural approaches that treat ethnic groups as “monolithic entities possessing uniform, discernible traits” (Gibson, 1984:100).

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