By Pepi Leistyna
Simply open air an important city middle at the east coast of the U.S. an activist workforce struggled to create a system-wide multicultural schooling application. via a seven-year qualitative examine, Pepi Leistyna files and interprets—via a serious pedagogical lens—this group’s paintings with expert improvement, curriculum and guideline, school and employees, and group outreach. via enticing examples, tales, and player voices, Leistyna bargains a finished, obtainable ethnography with implications for others who could test related kinds of systemic switch.
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Extra info for Defining and Designing Multiculturalism: One School System’s Efforts
Although afﬁrming aspects of distant cultures is a step in the right direction (as long as it’s not stripped of its actual meaning), without serious consideration of the existential realties of people here in the United States, multicultural education can accomplish very little. A great majority of the people who are perceived as culturally different in schools in the United States have roots elsewhere, but the reality is that many of their cultural characteristics are more the result of local developments than more privileged citizens care to recognize or believe.
263). Perhaps creating comfort zones is a strategy to keep peoples’ eyes and ears open to the issues being discussed; however, if education never moves into the unknown and the uncomfortable, and silenced voices are never heard from, then oppressive institutions and identities remain virtually unchallenged. It is crucial that multiculturalism gets beyond the politeness muzzle of solely afﬁrming diversity, which discourages individuals from intellectually rigorous discussions. This is not intended to be an argument against acknowledging where people come from, being sensitive to the plight of others, or creating a safe environment to dialogue.
Louis Castenell and William Pinar (1993) maintain that, “The ‘Eurocentric’ character of the school curriculum functions not only to deny ‘role models’ to nonEuropean American students, but to deny self-understanding to ‘white’ students as well” (p. 5). With this in mind, any model of multicultural education based on Critical Multicultural Education | 27 a pedagogy of inclusion that simply functions to raise self-esteem is not only working to boost the conﬁdence of stigmatized students, but also to celebrate the development of oppressive identities.