Overview

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.

Full Product Details

Author:   Sandra Jackson ,  Jose Solis ,  Henry A. Giroux
Publisher:   Bloomsbury Publishing Plc
Imprint:   Praeger Publishers Inc
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.591kg
ISBN:  

9780897894159

ISBN 10:   0897894154
Pages:   288
Publication Date:   24 October 1995
Recommended Age:   From 7 to 17 years
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

"Acknowledgments Series Foreword by Henry A. Giroux Introduction: Resisting Zones of Comfort in Multiculturalism by Sandra Jackson and José Solís 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 Félix 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 Falcón Gendered Subjectivities Negotiating Self-Defined Standpoints in Teaching and Learning by Sandra Jackson Entre la Marquesina y la Cocina by José Solís 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"

Reviews

If the purpose of this critique of multicultural education is to confront thecomfort zone in most of us, the editors have succeeded... In the final chapters the authors present a new vision of multicultural education that is as transformative and revolutionary as that of Henry Giroux and Paulo Freire. This is a confrontational addition to the canon wars that will be useful supplementary reading for graduates and undergraduates enrolled in courses on multiculturalism. -Choice ?If the purpose of this critique of multicultural education is to confront thecomfort zone in most of us, the editors have succeeded... In the final chapters the authors present a new vision of multicultural education that is as transformative and revolutionary as that of Henry Giroux and Paulo Freire. This is a confrontational addition to the canon wars that will be useful supplementary reading for graduates and undergraduates enrolled in courses on multiculturalism.?-Choice

?If the purpose of this critique of multicultural education is to confront thecomfort zone in most of us, the editors have succeeded... In the final chapters the authors present a new vision of multicultural education that is as transformative and revolutionary as that of Henry Giroux and Paulo Freire. This is a confrontational addition to the canon wars that will be useful supplementary reading for graduates and undergraduates enrolled in courses on multiculturalism.?-Choice If the purpose of this critique of multicultural education is to confront thecomfort zone in most of us, the editors have succeeded... In the final chapters the authors present a new vision of multicultural education that is as transformative and revolutionary as that of Henry Giroux and Paulo Freire. This is a confrontational addition to the canon wars that will be useful supplementary reading for graduates and undergraduates enrolled in courses on multiculturalism. -Choice

?If the purpose of this critique of multicultural education is to confront thecomfort zone in most of us, the editors have succeeded... In the final chapters the authors present a new vision of multicultural education that is as transformative and revolutionary as that of Henry Giroux and Paulo Freire. This is a confrontational addition to the canon wars that will be useful supplementary reading for graduates and undergraduates enrolled in courses on multiculturalism.?-Choice

Author Information

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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