The RoutledgeFalmer Reader in Multicultural Education: Critical Perspectives on Race, Racism and Education

by Gillborn,David; Gillborn,David

• ISBN13: 9780415336635
• ISBN10: 0415336635
• Format: Nonspecific Binding
• Copyright: 2004-08-24
• Publisher: RoutledgeFalmer

Summary

This unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of Multicultural Education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts, and theories accessible to a broad audience. The editors have assembled a collection of articles of immense scope and pertinence, making this an excellent must-buy resource book for undergraduates, postgraduates, education practitioners, academics, and anyone concerned with race equality and multicultural education.

Table of Contents

Acknowledgements	ix
Introduction	1	(4)
David Gillborn
Gloria Ladson-Billings
PART I Theories: making sense of race, racism and education	5	(64)
On the theoretical status of the concept of race	7	(9)
Michael Omi
Howard Winant
Introduction	7	(1)
Race as an ideological construct	8	(2)
Race as an objective condition	10	(1)
Toward a critical theory of the concept of race	11	(5)
Race, knowledge construction, and education in the USA: lessons from history	16	(19)
James A. Banks
The rise of nativism in the early 1900s	17	(1)
The construction of knowledge about race in the early 1900s	17	(1)
Nativism triumphs	18	(1)
Knowledge, power, and transformative knowledge	19	(1)
The intercultural and intergroup education movements	20	(1)
Research during the intergroup education era: 1940-54	21	(3)
The American civil rights movement	24	(2)
Research during the civil rights era	26	(1)
The loss of hope and the fading of the dream	27	(1)
The coexistence of conservative and progressive political forces in US society	28	(1)
Lessons from history: transformative knowledge and human freedom	29	(6)
Anti-racism: from policy to praxis	35	(14)
David Gillborn
Anti-racism and multiculturalism	36	(2)
Left critiques of municipal anti-racism	38	(2)
The failure of symbolic anti-racism: learning from Burnage	40	(2)
The critical revision of anti-racism	42	(2)
Opposing racism and staying `critical'	44	(5)
Just what is critical race theory and what's it doing in a nice field like education?	49	(20)
Gloria Ladson-Billings
Introduction	49	(2)
What is critical race theory?	51	(5)
Critical race theory and citizenship	56	(3)
Critical race theoretical approaches to education	59	(4)
Words of caution	63	(6)
PART II Identities: race, ethnicity, class, gender, sexuality	69	(68)
Dysconscious racism: ideology, identity, and the miseducation of teachers	71	(13)
Joyce E. King
Celebrating diversity	71	(2)
Discovering dysconscious racism	73	(1)
The findings	74	(2)
Discussion	76	(2)
The cultural politics of critiquing ideology and identity	78	(1)
Toward liberatory pedagogy in teacher education	79	(5)
Identity traps or how Black students fail: the interactions between biographical, sub-cultural and learner identities	84	(19)
Deborah Youdell
Introduction	84	(2)
Theory to practices	86	(1)
Constituting Black sub-cultural identities	87	(9)
Identity traps -- constituting Black learners	96	(4)
Conclusion	100	(3)
Loose canons: exploding the myth of the `black macho' lad	103	(14)
Tony Sewell
The conformists: the ultimate sacrifice or doing your own thing?	104	(3)
Innovators: learning to balance on the tightrope or a step too far for `mankind'	107	(2)
`Retreatism': an invisible resistance or glad to be unnoticed?	109	(1)
Rebels: phallocentric revenge or exploding black canons?	110	(4)
Conclusions	114	(3)
The souls of white folk: critical pedagogy, whiteness studies, and globalization discourse	117	(20)
Zeus Leonardo
Multinational whiteness: the hegemony of white images	120	(3)
Fragmentation of consciousness and global racism	123	(4)
Flexible whiteness and accommodation of the Other	127	(4)
Future directions in pedagogy, whiteness, and globalization studies	131	(6)
PART III Practices: life in school	137	(72)
Good, bad and normal teachers: the experiences of South Asian children	139	(24)
Ghazala Bhatti
Introduction	139	(1)
Asian children and their teachers	140	(7)
Racism and the teaching staff	147	(6)
Teachers and the gender effect	153	(3)
Teachers' alleged lower academic expectations of Asian children	156	(1)
Other experiences of education	157	(3)
The kinds of children teachers liked	160	(1)
Expectations and aspirations	161	(1)
Summary	161	(2)
How white teachers construct race	163	(16)
Christine E. Sleeter
Theoretical perspectives about racism	164	(1)
A study of teachers	165	(2)
Race = European ethnicity	167	(1)
Denying the salience of race	167	(3)
Using culture to ease the process of assimilation	170	(2)
Culture as symbolic of family and individual differences	172	(2)
Beginnings of analyses of white supremacist institutions	174	(1)
Conclusion	175	(4)
Critical multicultural education and students' perspectives	179	(22)
Sonia Nieto
The sociopolitical context of education	180	(1)
Research on students' perspectives	181	(2)
Case studies of educational success and failure	183	(9)
The case studies from a critical multicultural education perspective	192	(4)
Conclusion	196	(5)
Black women in education: a collective movement for social change	201	(8)
Heidi Safia Mirza
Evidence of collective educational urgency	202	(1)
Is black female educational urgency a new social movement?	203	(1)
Black women's activism: strategies for transformation	204	(2)
Conclusion	206	(3)
PART IV Methods: doing critical research	209	(2)
Between neo and post: critique and transformation in critical educational studies	211	(7)
Michael W. Apple
Memory and experience	218	(1)
Education and cheap french fries	219	(3)
Postscript	222	(3)
The silenced dialogue: power and pedagogy in educating other people's children	225	(18)
Lisa D. Delpit
The myth of neutrality in educational research	243	(1)
Maud Blair
Introduction	243	(1)
What do we mean by neutrality?	244	(2)
Racism: what is it and who decides?	246	(1)
Understanding ethnocentrism	246	(2)
Neutrality or white defensiveness?	248	(2)
Conclusion	250	(2)
The power to know one thing is never the power to know all things: methodological notes on two studies of Black American teachers	252	(2)
Michele Foster
Problem, theory, and method	254	(1)
Researcher as subject	255	(3)
The studies	258	(5)
The power to know	263