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 a number of kinds of severe ways to schooling, significantly multicultural/anti-racist schooling, feminist pedagogy, and demanding pedagogy. members from Canada and the us handle academic concerns appropriate to aboriginal peoples, humans of colour, and folks of non secular minorities in mild of feminist and demanding pedagogical idea. they're delicate and attentive to the facility kinfolk operative in a atmosphere, and deal with the a number of and contradictory subjectivities of lecturers and rookies at the foundation of race, gender, category, faith, ethnicity, age, and skill.

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Commentary. Proponents of the cultural competence approach to multicultural education have attempted to develop programs that go beyond cultural awareness and attitudinal change. ” Instead, proponents of models of cross-cultural competence valorize minority cultural heritage and language and argue for the meaningful inclusion in the curriculum of “aspects of minority culture that a teacher could build on” (Sleeter & Grant, 1986:4). But the emphasis on cultural competence as a set of curricular strategies for enhancing minority negotiation with mainstream society precipitates a central contradiction.

Teachers should be more understanding, especially with regard to diverse cultures. • Teachers should respect students as people. 16 Anti-Racism, Feminism, and Approaches to Education • Teachers and the school system need to be more active in relating with immigrant parents. • Teachers brand visible minorities and immigrants as troublemakers. ” • A number of those participating in the meeting had a racist experience to report. • The suggestion was made that people need to understand more about each other’s culture in order to effectively combat racism.

Metro Youth Task Force, 1990) Remarkable as these candid observations on the part of students are, the fact remains that students, in spite of witnessing or experiencing prejudice on a daily basis, cannot yet articulate and critically assess what the real causes of racist and ethnic prejudices and discrimination are. Nor can they, at this stage, come to terms with the remedies to current injustices. Again, this is not the students’ fault; if anything, it is the responsibility of school administrators, teachers, and practitioners alike.

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