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| Autor/in | Lee, Theresa Man Ling |
|---|---|
| Titel | Multiculturalism as a Pedagogical Approach. |
| Quelle | (2003), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Critical Pedagogy; Cultural Pluralism; Curriculum Development; Higher Education; Liberalism; Multicultural Education; Political Correctness; Political Science; Teaching Models |
| Abstract | It is in the intellectual context of current attacks on liberalism that multiculturalism gains its currency as a progressive movement. Liberal theorists argue that multiculturalism can be justified as a quintessential liberal principle that entitles ethnic minorities to certain cultural rights that may otherwise be denied to individuals "qua" individuals. Multiculturalism is interpreted one way in Canada and another way in the United States. Regardless of whether people use multiculturalism in a narrow or expansive sense, multiculturalism is widely accepted as the framework within which social justice is to be negotiated in a pluralistic society. Among the most concrete signs of the combined impact of the political correctness debate and multiculturalism is the intense politicization of curriculum reform in institutions of higher learning in recent years, particularly in the United States. Beyond the postmodernist rhetoric, there is a growing recognition that the traditional curriculum of liberal education is too focused on Western civilizations, often at the expense of other non-Western civilizations. Against these changes, this paper attempts to go beyond the canon debate. The paper is most interested not in what is taught, but in how it is taught. It argues that it is the moral obligation of teachers to ensure that the exposure to a variety of cultural traditions and perspectives is an ongoing process that is not confined to a particular course or program. It does not favor an approach which adopts multiculturalism as the form of critical pedagogy. (Contains 40 notes.) (BT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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