Constructing the Margins: Of Multicultural Education and Curriculum Settlements

Carlson, Dennis

doi:10.2307/1180017

Cited by 6 publications

(10 citation statements)

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“…In short, minorities cannot reject the national ethos, although they can seek, and often succeed, to modify it. (The ways this can be achieved – as well as the difficulties involved – can be studied when various national states undertake to rewrite the textbooks used in schools, which include parts that offend various minorities, and when debates take place as to which works colleges should include in their ‘core’ curriculum (Carlson, 1995, pp. 407–431; Gillespie, 2003; Huntington, 2004, pp.…”

Section: Diversity Within Unitymentioning

confidence: 99%

Minorities and the National Ethos

Etzioni

2009

Politics

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This essay focuses on the question of how to curb the tension between the rights of members of minorities and the particularistic values of the national community. The essay first examines a radical multicultural treatment of this issue and shows it to be unattainable and inadvisable. The essay then proposes an alternative treatment, Diversity Within Unity, a societal design that combines the nurturing communities of minorities and of the majority and is more conducive to human flourishing. Diversity Within Unity assumes that all citizens will embrace a core of values while being welcomed to follow their own subcultures on other matters.

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Section: Diversity Within Unitymentioning

confidence: 99%

Minorities and the National Ethos

Etzioni

2009

Politics

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“…Public schooling, and within it the work of teachers, is undergoing dramatic changes at the moment, and mostly for reasons that reside a long way from classrooms, curriculum, pedagogy and learning. We believe that to understand what is happening, any analysis must get inside the culture of teachers' work (Carlson, 1992) and regard teaching as a form of 'cultural work' (Anyon, 1998). Michael Apple (1996a) has written extensively of the importance of directing our attention to the various elements of this perspective: 'economic goals and values; visions of both the family and race, gender and class relations; the politics of culture, difference and identity; and the role of the state in all of this ' (p. 18).…”

Section: The Process Of Economic Globalizationmentioning

confidence: 99%

“…This is seen to involve responsible and non-political behaviour (Lawn, 1987), and a 'professional' work ethic. Since that time the ideology of professionalism has been used to create a sense of separation of teachers from other workers and indeed from each other, to reaffirm a scientific rationality through the notion of 'expert', and an acceptance of an increasing work load (Densmore, 1987;Popkewitz and Lind, 1989;Carlson, 1992). Feminist scholars have also viewed 'professionalism' as a social and historical construct, but they stress the ways in which it privileges a masculinized discourse of scientific measurement and control, at the expense of the nurturant and expressive work that women do (Freedman, 1990;Weiler, 1995).…”

Section: Ideological Controlmentioning

confidence: 99%

Teachers' Work in a Globalizing Economy

Dow¹,

Hattam²,

Reid³

et al. 2005

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Schools and their purposes are changing at a faster pace now than at any other period in the history of schooling. It is not just the pace of change that is important, the direction and the substance of these changes are also crucial. This is where the labour process of teaching becomes a vital focus. This book locates what is happening to teachers' work in the global economy. Within the dramatically changed circumstances of globalization, schools are being required to act as if they were private businesses, driven by the quest for efficiency and operating in a supposed atmosphere of marketization and competition with each other for resources, students, reputation, and public support for their continued existence. Meanwhile, this ideology of schools as cost centres has become so pervasive that there has been little public debate on its desirability or its alternatives. Teachers' Work in a Globalizing Economy addresses this imbalance and provides a major renovation of labour process theory in an educational context. Two case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes.

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“…We understand these con¯icts over multiculturalism as part of a broader American cultural and social questioning of identity, history and community (Carlson 1995, Fraser 1995. While scholars articulate a range of objectives, approaches and intended outcomes (Cummins 1986, Gollnick 1992, Banks 1993, Grant and Sleeter 1993, McCormick 1994, what occurs in US university classrooms under the title of multicultural teacher education, and what e ects such courses may have, are only beginning to be attended to.…”

Section: En Te Rin G Th E Spac E Of M U Ltic U Ltu Ral Te Ac H E R E mentioning

confidence: 99%

“…Our discursive analysis of classroom discussions and interpretations is intended to pay close attention to the speci® cs of the pedagogic encounter and the active construction of knowledge and meaning that take place within distinctive classroom relationships (Carlson 1995), while we also examine how that knowledge is constrained by epistemological and discursive limits and structures. We hope that this interrogation of our owǹ confusing and tension-® lled classrooms' (Weiler 1991: 450) contributes to the ongoing critical discourse on multiculturalism and pedagogy.…”

Section: En Te Rin G Th E Spac E Of M U Ltic U Ltu Ral Te Ac H E R E mentioning

confidence: 99%

Close encounters: Truth, experience and interpretation in multicultural teacher education

Lesko¹,

Bloom²

1998

Journal of Curriculum Studies

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his paper examines the contradictory e ects of teaching multicultural education in two American white women' s university classrooms. T he authors use discourse analysis to understand the confusing results of teaching about di erence. In this analysis, course readings and a ® eld trip to an urban school are examined in regard to the instructors' intentions and students' responses. T he authors understand the puzzling results of their teaching by examining the positivist dimensions of their pedagogy, including the belief in rational approaches to overcoming racism, sexism and other systems of oppression, the belief in the possibility of replacing`bad ideas' with`good' ones, and the perpetuation of knowledge grounded in a binary system of meaning-making and language use. T he authors conclude with ideas for a postpositivist approach to knowledge, experience and action, that emphasizes the production of interpretations.We have to relate ourselves somehow to a social world that is polluted by something invisible and odourless, overhung by a sort of motionless cloud. It is the cloud of givenness, of what is considered`natural' by those caught in the taken-for-granted, in the everydayness of things.Maxine Greene (1995: 47) [I]n the end, non-identity is antagonistic; it always threatens`the survival of cooperative relationships' . In the end, only the sign of the Same, of the replication of the one identical to itself, seems to promise peace. Donna Haraway (1989: 369) Close Encounters of the T hird Kind, a tale of contacts between aliens and humans, re-presents our analysis of knowing and teaching in the area of multiculturalism. This 1977 ® lm, directed by Steven Spielberg, narrates the movements from sightings to communication to face-to-face contact of alien beings and human beings. T he ® lm portrays a range of responses to the increasingly close contacts: some people¯atly deny that any meetings with alien spacecraft occurred and angrily demand to return to their former lives. Others are`invited' by the aliens to learn more, to have personal j. curriculum studies, 1998, vol. 30, no. 4, 375± 395 Nancy L esko teaches curriculum theory at

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Constructing the Margins: Of Multicultural Education and Curriculum Settlements

Cited by 6 publications

References 0 publications

Minorities and the National Ethos

Minorities and the National Ethos

Teachers' Work in a Globalizing Economy

Close encounters: Truth, experience and interpretation in multicultural teacher education

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