Celebration and Separation: A Troublesome Approach to Multicultural Education

Luther, Kristin

doi:10.1080/15210960903446036

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…As a curricular topic, the fact of Obama's firstness is of course not itself a harmful issue, just as celebrating the achievements of other African Americans does not alone give cause for concern. Rather, limiting Obama's potential to his primacy maintains a superficial level of multicultural education that focuses exclusively on celebration (Luther, 2009), a theme more consistent with racial liberalism than racial literacy (Guinier, 2004). Celebration-only discourses remove the actor from his socio-political context, and students lose an opportunity to see the complexity of contemporary race politics and how the formation of official curricula come to delimit these stories and their political uses in the present (Apple, 2004).…”

Section: Discussionmentioning

confidence: 96%

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Smith

2014

Multicultural Perspectives

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Section: Discussionmentioning

confidence: 96%

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Smith

2014

Multicultural Perspectives

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“…Both Luther (2009) and Lueck and Steffen (2011) describe the benefits White students derive from the opportunity to hear the perspectives of their African American counterparts. Charlotte's report of the growth in knowledge and change in attitude of her White students in detracked classes confirms the importance of thoroughly integrated classrooms.…”

Section: Discussionmentioning

confidence: 99%

“My Skin Color Stops Me from Leading”: Tracking, Identity, and Student Dynamics in a Racially Mixed School

Modica

2015

IJME

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The practice of separating students according to ability level, also known as academic tracking, allows racially mixed schools to maintain segregated classrooms. This article examines the effects of academic tracking on the racial identity and educational opportunities of students at a mixed-race suburban charter school. Through five months of participant observation research, I found that the long-term practice of academic tracking created racial boundaries among students, silenced students of color in honors classes, and limited educational opportunity for all students. However, subsequent efforts to detrack, although superficial, resulted in positive outcomes for all students.

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“…The literature on celebration in education often centers on the celebration of holidays, heritage months, to some extent, student learning and growth, and other milestones [44,45]. There is much less regarding the celebration of one's humanity and dignity in education [46,47], though there seems to be some shifting developments in this direction, notably since the COVID-19 pandemic, for example [48].…”

Section: Care Touch and Celebrationmentioning

confidence: 99%

“Wholeness Is No Trifling Matter”: Toward an Epistemology of Care, Touch, and Celebration in Education

Okello,

Savage

2024

Education Sciences

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The authors argue that embracing life necessitates a shift in how we conceptualize wellness in education. They delve into the exploration of humanizing wellness and living well by drawing on Black onto-epistemologies, specifically referencing Bambara’s The Salt Eaters. This exploration involves examining how notions of wholeness manifest in the text and the subsequent implications for educators and scholars actively involved in anti-equity efforts. The authors elucidate both the possibilities and challenges related to care, touch, and celebration. In particular, they employ the concept of Black refusal to investigate how these elements can propel a critical departure from conventional ideas of wellness in the United States, paving the way for alternative modes of existence which prioritize wholeness. To achieve this, the authors present an exploration of the literature on whiteness, epistemology, and the destructive impact of anti-Blackness. The authors then introduce Black refusal as a theoretical framework, which functions as the frame guiding their methods. Examining personal reflective instances of engagement with the present political landscape, analyzing Bambara’s The Salt Eaters, and maintaining refusal as a central theoretical framework, the authors detail an epistemology of wholeness centered on care, touch, and celebration.

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Celebration and Separation: A Troublesome Approach to Multicultural Education

Cited by 8 publications

References 4 publications

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

Not Stopping at First: Racial Literacy and the Teaching of Barack Obama

“My Skin Color Stops Me from Leading”: Tracking, Identity, and Student Dynamics in a Racially Mixed School

“Wholeness Is No Trifling Matter”: Toward an Epistemology of Care, Touch, and Celebration in Education

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