Race, Knowledge Construction, and Education in the USA: Lessons from history

Banks, James A.

doi:10.1080/13613320120117171

Cited by 77 publications

(49 citation statements)

References 36 publications

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“…In response to the separatist problem, Banks (2002) proposed multicultural education that teaches all children about cultural pluralism and diversity, as well as making sure all achieve well. Similarly, from a European perspective and responses to the needs of increasing immigration and population migrations, Gundara (2000) explained, multicultural education can be directed at all pupils (a universalistic approach).…”

Section: Cosmopolitanism As An Educational Conceptmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Cosmopolitanism As An Educational Conceptmentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…To deeply incorporate the marginalized (and perhaps contradictory) histories of minoritized, indigenous, and immigrant peoples would mean destabilizing the -main‖ story of a nation's history (Banks, 1994(Banks, , 2002Takaki, 1993;Zinn, 1980). In similar ways, in Canada, critical educators struggle against the prevalent fairy tale of the Canadian multicultural mosaic where all the pieces of our diversity come together to create the tapestry of an inclusive utopia (Mackey, 1999).…”

Section: Introductionmentioning

confidence: 99%

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Sensoy

Sanghera

Parmar³

et al. 2010

IJME

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The mainstream curriculum is extremely efficient in furthering a neoliberal multicultural discourse, what is described as the dance, dress, and dining, or heroes and holidays, or Taco Tuesday approaches to diversity. Given this, doing anything else is an ongoing challenge. This paper shares details of a government-university-school collaboration in which the authors were participants in a national project to digitize ethnic group archives and create lesson plans based from those archives. The authors share insights and challenges about what worked for resisting the "zoo" approach.

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“…In fact this research itself has been designed as a vehicle for facilitating social justice activism, an instrument of community building among activist teachers and students. It can help build the 'transformative knowledge' that Banks (2002) convincingly argues is 'an important factor in social, political and educational change that promotes human rights and other democratic values' (p. 23).…”

Section: Rocking the Racism Boat 205mentioning

confidence: 96%

Rocking the racism boat: school‐based activists speak out on denial and avoidance

Lund

2006

Race Ethnicity and Education

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Race, Knowledge Construction, and Education in the USA: Lessons from history

Cited by 77 publications

References 36 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

Rocking the racism boat: school‐based activists speak out on denial and avoidance

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