On Race and Culture: Beyond Afrocentrism, Eurocentrism to Cultural Democracy

Exploring the Multicultural Efficacy of Korean Pre-Service Secondary School Teachers and their Experience toward Multiculturalism and Multicultural Education

“…Moreover, to examine KPSSTs" level of understanding on multicultural education, 12 out of the 15 misconceptions on multicultural education mentioned by Aldridge, Calhoun, & Aman [16] were utilized as one of survey questions and included in the survey. The five-point Likert scale was adapted as a response scale.…”

Enhancing Higher Education Practice Through the 3D Pedagogy Framework to Decolonize, Democratize and Diversify the Curriculum

“…Building on Freire's work, contemporary social justice educators posit that educational environments should be spaces that facilitate 'engaged, critical and empowered thinking & action' that aim to address societal issues 18]. A culturally democratic curriculum is a key component of social justice education, important in the development of cultural competencies by drawing on the variety of cultural perspectives and knowledge systems that shape world views [4].…”

“…Their key objectives are not only to challenge Eurocentric modes of thinking inextricably linked to slavery, colonialism and modernity, but to construct and advance new ways of thinking, knowing and doing from the intellectual production that emerges from the lived experience of the colonized [23]. 'Democratization' within the 3D Pedagogy Framework refers to cultural democracy, defined as the principle that all ethnic and cultural groups should 'be active participants in the world with an equal right to the cultural, economic and political power available within society' [4]. In the context of higher education this means looking beyond Eurocentric modes of thinking to include other epistemologies that have contributed to human development.…”

“…Black students experience higher levels of alienation than students from other ethnic groups and do not feel the curriculum reflects wider societal issues around race, equality, and diversity [3]. Mainstream curricula continue to predominantly reflect the socio-historical experiences of White, middle and upper-class males [4], [5].…”

Alternative Voices, Alternative Spaces: Counterhegemonic Discourse in the Blogosphere

“…It can be argued that sharing Black knowledge is a political act, even if the content is not a direct critique of racism, but focused on celebrating and promoting Black literature and music. Power can be defined as having an effective voicethe capacity to advance one's view of the world and to define one's place within it as an active participant (Aldridge, 2000;Couldry, 2010). By promoting Black music and literature these bloggers are claiming a representational space within the public sphere and fulfilling a basic human need to be seen and heard (Couldry, 2010).…”