Multicultural Education and Critical Pedagogy Approaches.

Author(s):  
Saba Rasheed Ali ◽  
Julie R. Ancis
Author(s):  
John E. Petrovic ◽  
April Caddell

Multicultural education was born of racial and ethnic minority groups’ struggles to have their experiences, cultures, and ways of life recognized in dominant institutions. In schools, it means teaching the cultures, histories, values, and perspectives of different cultural groups, especially those of historically marginalized peoples. Since this approach can take perniciously shallow forms, educators have sought to incorporate the ideals of critical pedagogy and antiracism to inform a practice of “critical multicultural education.” Critical pedagogy rejects claims that knowledge is politically neutral and posits education and teaching as political acts. Informed by critical theory, critical pedagogy seeks to awaken students to the social, cultural, political, and economic milieu in which dominant forms of knowledge are constructed and through which power functions. A goal of critical pedagogy is for students to understand the way that injustice manifests and is reproduced and, ideally, to engage in praxis—critical reflection and action—toward societal transformation. Antiracist scholarship has sought to switch discussion of race and racism away from minority groups and, instead, to analyze white racism and whiteness as integral features of dominant institutions. It connects to critical theory in several ways, foremost of which is the position that racism was born of capitalist social relations. Like critical pedagogy, antiracist education seeks to understand, reveal, and counter structural forms of oppression. As such, antiracist education can be more widely presented as anti-Xist education, that is, antisexist, antiableist, antiheterosexist, and so on. In other words, the importance of antiracist education, as informed by critical race theory, lies not only in centering issues of race and racism. Black feminist scholars, for example, also point to the concern of the “intersectionality” of race, class, gender, and other sites of oppression. Lastly, unschooling also links to critical theory to the extent that traditional schooling represents and promotes the opposite of freedom and critical self-reflection. From a Marxian standpoint, unschooling understands the material reality of schools as manipulative, not convivial, and as reproductive of the status quo, not transformational. Compulsory, competitive schooling, according to this view, undermines learning and, instead, focuses on production, consumption, and spectation. Unschooling, instead, puts the power, responsibility, and, importantly, freedom for learning in the hands of the learner. Born of and informed by a number of different social movements (civil rights movements; women’s liberation, gay, and lesbian rights movements; indigenous rights movements; etc.), critical multicultural education, then, stands as multiculturalism plus both collective and individual empowerment for responsible, critical engagement against structural forms of oppression.


2018 ◽  
Author(s):  
isnarmi

Conceptual framework of transformative multicultural education is developed based on uniqueness of Indonesian plural society. Critical pedagogy is the core approach of this education that placing teacher and student are subjects of learning. They carry out learning jointly, to generate the consciousness of .subjects about established reality, to reflect critically, to act meaningfully for making transformation. Therefore, transformative multicultural education is a away to build cultural competencies of Indonesian in order to live together in harmony.. This study is literature review to find out theoretical foundation developing a practical design of this multicultural education. The result of the study recommended that transformative multicultural education can be carried out based three steps of critical pedagogy : to name, to reflect critically, and to act .


2021 ◽  
Vol 4 (2) ◽  
pp. 222-239
Author(s):  
Jamil Asghar ◽  
Khurram Shehzad

In spite of the fact that ours is a world of immigration, deepening ethnic textures, globalization, transnational histories, ethnolinguistic diversity, socioecono-mic rivalries, and intercultural complexities, the role and significance of bilingual and multicultural education are far from being adequately realized. These demographic imperatives and a host of other cross-cultural and transnational praxis are bringing about a growing percentage of students who speak a first language other than English. All over the world, classrooms are experiencing a radical transformation due to an unparalleled intercultural diversity which is spreading its tentacles all across the globe including Pakistan which, of late hit by the CPEC spectacle, is likely to experience an unprecedented influx of foreign students. These are paradigm shifting questions and call for a radical re-conceptualization not just of classrooms but also of the entire pedagogic space and curricular habitus. The paper makes a coherent appraisal of these questions and advances a plea for the greater inclusion of a broad-based, bilingual, and multicultural education by laying down key guidelines for teachers, administrators, policy-makers, educators, and parents at large.


2006 ◽  
Vol 35 (2) ◽  
Author(s):  
Bing Wang

Canada and China are both multiethnic countries and have articulated a strong commitment to multicultural education. However, in the process of curricula control, decision makers, drawn from the mainstream culture, develop, implement, and interpret the formal curriculum. Consequently, the ethnic content included in the mainstream curriculum could be biased, fragmented, or with important omissions. This paper evaluates the portrayal of selected visible minorities in some currently used social studies (history) textbooks in Alberta and China, to reveal how knowledge of ethnic cultures is filtered through the dominant perspectives and to explore ways to educate all students to be responsible citizens. The analysis and discussions are situated within the conceptual framework of identity construction and critical pedagogy. Data are collected by observation, informal conversations and textbook analysis. Le Canada et la Chine sont tous les deux des pays multiethniques et ont formulé un engagement ferme pour une éducation multiculturelle. Cependant, durant le processus de contrôle des curricula, le curriculum formel a été développé, établi, et interprété par des responsables qui sont influencés par la culture du groupe dominant. Par conséquent, le contenu ethnique du curriculum pourrait être biaisé, fragmenté , ou marqué d’omissions importantes. L’intention de cet article est d’évaluer la représentation des minorités visibles, choisie dans quelques livres scolaires en usage dans les sciences humaines (histoire) en Alberta et en Chine, pour révéler comment la connaissance des cultures ethniques a été filtrée à travers les perspectives dominantes et pour explorer des directions afin d’éduquer tous les élèves à devenir des citoyens responsables. L’analyse et les discussions sont situées dans le cadre conceptuel de la construction d’identité et de la pédagogie critique. Les données ont été recueillies par des observations, des conversations informelles et de l’analyse des livres scolaires.


2017 ◽  
Vol 50 (8) ◽  
pp. 727-746
Author(s):  
Daniel Ian Rubin

In the fall of 2015, a new secondary education class, Diversity and Multicultural Education, was introduced at Jacksonville State University in Jacksonville, Alabama, USA. Although many multicultural theorists emphasize the importance of students taking diversity/multicultural education courses in college, there is no real model for creating such a class. This article creates a framework for how to conceptualize and teach a diversity and multicultural education course at the university level. It discusses the creation of the class through a critical pedagogy framework, the units which comprise the course, and the connection to current events. The article also includes student reflections about personal growth due to taking the new course, as well as personal reflections from the author.


Sign in / Sign up

Export Citation Format

Share Document