Depoliticizing Multicultural Education: The Return to Normalcy in a Predominantly White High School

Pushback and Possibility: Using a Threshold Concept of Race in Social Studies Teacher Education

“…By noting the European immigrant story, Michelle (erroneously) assumes a common experience among all racial and ethnic minorities in the U.S. (Takaki, 1993), implying that she, descended from someone with limited financial or cultural capital, has the same life chances as, say, an African-American descended from slaves. Michelle seems to simultaneously invoke the salience of race (her own) in order to dismiss its relevance today, a winding thought process that may speak to a belief in meritocratic colorblindness (Bonilla-Silva, 2010), a preference for discussing safer “cultural issues” over the harshness of racism (DiPardo & Fehn, 2000), a use of the “immigrant analogy” (Haney-López, 1994; Sleeter, 1995), or a reflection of the “not race” paradigm discussed earlier. Segall and Garrett (2013) found a similar phenomenon in their study of White teachers, noting that such embedded denials, contradictions, and changes of course highlight how “white teachers do not avoid race issues or skirt around them but, in fact, are quite fluent when they choose to engage them, using race to both discuss race and avoid discussion about it – often in the same move” (p. 20).…”

Distinguishing Between Multicultural and Global Education: The Challenge of Conceptualizing and Addressing the Two Fields

“…Although the effects of interchanging the two have been given some attention in the literature (Diaz, Massialas, and Xanthopoulos 1999;DiPardo & Fehn 2000;Ukpokodu 1999), this remains an issue that requires further study. In addition, although there is literature that addresses MCE in schools with diverse populations (Mathews and Dilworth 2008;Dilworth 2000;Titus 2002) and white teachers in diverse schools (Howard 1999;Landsman and Lewis 2006), there is a gap (with the exception of Derman-Sparks and Ramsey [2006]) that directly addresses the effects of MCE and GE in schools with student populations that are primarily affluent and white.…”

Dialogism as Antiracist Education: Engaging with Competing Racial Ideologies inBrazil

“…The work presented here contributes to the scholarship on antiracist pedagogy in teacher education (Cochran‐Smith ; St. Denis and Schick ; DiPardo and Fehn ; Howard ; Martin ; McIntyre ; Sleeter ; Tatum ). Focusing mostly on the United States and Canada, these scholars admit that the teaching of antiracism is inherently difficult, especially when it comes to challenging deeply entrenched ideas that normalize and naturalize inequality.…”