Multicultural Education From the perspectives of Sleeter and Gustein
Social Justice <ul><li>Teaching for Social Justice </li></ul><ul><li>“The idea of liberation from oppression </li></ul><ul><li>Relevant books: Paolo Freire Pedagogy of the Oppressed </li></ul>“ There neither is, nor has ever been, an educational practice in zero space-time—neutral in the sense of being committed only to preponderantly abstract, intangible ideas. To try to get people to believe that there is such a thing as this, and to convince or try to convince the incautious that this is the truth, is indisputably a political practice, whereby an effort of made to soften any possibly rebelliousness on the part of those to whom injustice is being done. It is as political as the other practice, which does not conceal—in fact, which proclaims—its own political character. -Freire
<ul><li>Sleeter argues that the problem with multicultural education is that it is often removed from social movement. </li></ul><ul><li>Social movement is defined as thus: </li></ul>“ A social movement is a “sustained challenge to powerholders in the name of a population living under the jurisdiction of those powerholders by means of repeated public displays of that populations’ numbers, commitment, unity, and worthiness.” -Sleeter
More on Social Movement “ Social movements aim to redistribute power and resources by confronting power relations in which a dominant group has attained the power to define the society for the masses, or construct an ideology in which that construction makes sense, and to get most people to view that ideology as natural.” -Sleeter Furthermore, “Ladson-Billings(1995b) developed a theory of culturally relevant pedagogy for African American students and suggested that liberatory pedagogy needed to do three things: ‘produce students who demonstrate cultural competence, and develop students who can both understand and critique the existing social order.’”
Three Goals of Social Justice Pedagogy <ul><li>Reading the world </li></ul><ul><li>Writing the world </li></ul><ul><li>Developing positive cultural and social identities </li></ul>
Reading the World <ul><li>Understanding the sociopolitical, cultural-historical conditions of one’s life, community, and the world. </li></ul>“ Reading the world and the word facilitates each other’s acquisition, in that one reason people learn to read is to ‘read to learn’ more about the conditions of their lives and society. This in turn deepens their understanding of society which leads to engagement in social movements, at whatever level people are capable of participating given the daily struggles for survival.” -Gustein
Reading the World With Music <ul><li>A movement away from egocentricity. </li></ul><ul><li>The music of cultures, like the language of cultures, are imbued with very specific cultural philosophies and psychology. </li></ul><ul><li>Why is that important? </li></ul><ul><li>Someone who can understand and/or speak more than one language has an acute understanding that these things are not universal to everyone, but rather vary between cultures, just like styles of music vary. </li></ul>
<ul><li>A movement away from egocentricity implies a dawning awareness of the differences between groups of people. </li></ul><ul><li>It is also meant as a movement away from accepting one’s own cultural norms as concrete and unchangeable. </li></ul><ul><li>Engaging with different styles, forms, and approaches to music is integral to this process. </li></ul><ul><li>It is a process that strives for the “emergence of consciousness”. </li></ul>
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