Race and education in the United States: The multicultural solution

McCarthy, Cameron

doi:10.1007/bf01809419

Cited by 6 publications

(2 citation statements)

References 13 publications

(7 reference statements)

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“…Additionally, strong theoretical work has been done to challenge the role the field of curriculum studies plays in maintaining the racism of colonialism, historically and contemporarily (Tuck & Gaztambide‐Fernández, ). Furthermore, while we recognize that numerous scholars have focused on race and curriculum (Gordon, ; McCarthy, , , ; Pinar, ), short of Watkins's () Black curriculum orientations and Pinar's () chapter on race and the textbook controversies of the 1950s, few works have explored the racialized historical foundations of curriculum specifically from the viewpoint of the curricular contributions made by communities of color. It is for this reason that we focused our project on the narrative arc of the foundations in curriculum studies, particularly in relation to issues of race and communities of color.…”

Section: Making Sense Of the Omissionsmentioning

confidence: 99%

Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History

Brown

2014

Curriculum Inquiry

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The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections, the field's foundational retrospection typically traces a lineage of curriculum studies that runs through various official committees, university scholars, textbook designers, and school leaders at the turn of the 20 th century and into the first few decades. In this critical essay, the authors draw from the theories of cultural memory and critical race theory, to contextualize how the histories of race and curriculum are portrayed. The authors find that, despite curriculum studies' more recent attention to issues of power and identity associated with race, culture, gender, and sexuality, the voices and curricular histories of communities of color in the United States are largely left out of the selective tradition associated with the narrative of the field's foundations. To challenge what amounts to a master narrative of the foundations of curriculum studies, the authors use Charles Mills's (1998) notion of revisionist ontology to explore the curricular conversations that took place in the African American, Native American, Mexican American, and Asian American communities typically left out of the hegemonic history of the field. In doing so, the authors point to the rich curricular history of communities of color and argue for the field of curriculum studies to challenge its own institutional racism and acknowledge the contributions these communities made to its foundations.In his rich and detailed reflection on the field of curriculum studies over the past 100 or so years, Schubert (2010) remarks that two emphases honored for over a century remain at the forefront of curriculum inquiry. One is the expansion of considerations about what is worthwhile from bs_bs_banner

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Section: Making Sense Of the Omissionsmentioning

confidence: 99%

Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History

Brown

2014

Curriculum Inquiry

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“…Moreover, understandings of race and class amongst the stakeholders have been rendered inordinately more complex by the recent events of Eastern Europe, the strident separatism of ethnic groupings in the United States and studies seeking to account for the resurgence of cultural movements and the phenomenon of parficularism in many parts of the world. Difference within social formations is no longer seen as the predictable outcome of structural forces in the economy (McCarthy, 1990), as certain Marxist and neo-Marxist analyses would have it. The impact of these developments has brought some who previously dismissed race as an epiphenomenon of class into the perilous orbit of the traditional race-culturalists who have been responsible for apartheid ideology.…”

Section: Introductionmentioning

confidence: 99%

Dealing with race: Laying down patterns for multiculturalism in South Africa

Soudien

1994

Interchange

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Little is known about the nature of South African teachers' work with respect to race. On the basis of extensive interviews with teachers in newly integrated schools, this article attempts to make sense of the approaches being developed by teachers. It illustrates the range of content and teaching approaches being adopted and seeks to argue that the form of multicultural education that is emerging is characterized by a compromised critique: teachers encourage criticism of that which is distant and historically removed from the South African context, but manifest an attitude of compliance with that which is immediate and directly pertinent to South Africa. The effect of this duality, the paper argues, is to leave the racial common sense imprinted in the South African curriculum untouched. r,

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Race and education in the United States: The multicultural solution

Cited by 6 publications

References 13 publications

Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History

Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History

Dealing with race: Laying down patterns for multiculturalism in South Africa

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