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Multicultural Education 2014

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jccohen's picture

Welcome to the spring 2014 semester of Multicultural Education! 

The course is structured to recognize and explore a set of key tensions within and surrounding the contested areas of multicultural and peace and conflict education:

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     o        identity/sameness and diversity/difference

o        dialogue and silence

o        peace and conflict

o        culture and the individual psyche

The impact of multicultural education on students' perceptions of power and inequality

Password-protected file of readings

stonewall's picture

Name Calling

I had a good friend from elementary through high school whose name was Gulistan. We’d been in  a lot of the same classes together throughout school. People, students and teachers, would make fun of her name, make a funny face when they heard it for the first time, or not even bother to try to say it right. She was the only Turkish person at our school besides her younger brothers. In elementary school kids teased her and called her Gully even though she didn’t like being called that. Once in high school, I even heard a teacher make a comment about her name in front of the class saying that it sounded like a country “You know Pakastan, Afghanastan, Gulistan” then laugh about it. When that happened I felt really bad for her because the teacher was making fun of her in front of the whole class. Now looking back at that experience I still find it incredibly disrespectful that he did that. My high school was mostly White with some Black and Hispanic students. However, in the advanced and honors courses there was very little diversity. After reading the Amos article it reminded me of this experience and how people aren’t conscious of their privilege unless they find themselves in a situation where they are the minority.

jayah's picture

A Need to Shift: Damage to Desire

           I attended my neighborhood high school, which is located in an urban area. The high school is not in the best condition. The ceilings were peeling and leaked often when it rained, it had asbestos in the auditorium, the lights were dim, and many other things were wrong with the building; however many of the teachers were superior. Many students, teachers, and parents complained about the school building, even going on strike at City Hall. Governor Christie refused to visit the school to see the bad conditions of the high school so that maybe he can give money for it to be fixed or rebuilt.

            Although I found it disheartening that the governor refused to visit the school, what I found even worse is the comments that I read on the local newspaper website. People referred to the students as “animals in a jungle,” and others, who may have never even been to the school, commented, “why should Christie give the school money when many of the students do not want to learn?” I note that they may have never been to the school because there is obviously learning occurring if they walked through a classroom. 

phu's picture

Between diversity, lost identity?

It is already my third year in America as an international student, but I still wonder what diversity means? Does it mean gathering people from all around the world to a same place? Does it mean sharing knowledge, opinion, and culture from defferent backgrouds? The gap between international and domestic is so huge that I have to bridge language gap, culture gap, even personality gap to get to the other side compeletely. If I go ahead to bridge all the gaps, I certainly will lost part of my identity. But if I don't go ahead and stop at where I am, I can't get to the other side. Walking in the middle of the bridge is what I feel right now.

BlueBird's picture

Religious Identity?

“You’re not Jewish.”- Katy (pseudonym)

“I went to talk to you because after the gym teacher took attendance, I thought you were the one Jewish person in the class.”- Sarah (pseudonym)

Hummingbird's picture

Ethnic Diversity in a (Relatively) Homogeneous Space

I spent last semester studying in Denmark and every Thursday as part of my coursework I visited a very small, independent K-10th grade school. The student body (about 150 students total) was predominantly white and there were only two non-ethnic Danish students amongst the approximately 35 8th through 10th graders that I spent most of my time working with. My position at the site was one of a participant-researcher. I worked with the English teacher to lead presentations on and discussions about American culture. I served almost as an ambassador of the United States to students who had never met an American before. I ate lunch with together with the students and chatted with them during breaks. But I was also collecting notes about the classroom culture and even led group interviews at the end of my semester there to gather student perspectives on gender in the classroom – a topic I wrote my final term paper on. I share this background because I want to make clear my position in relationship to the students I worked with. I was not considered a teacher exactly, but I was also not considered a "friend." 

rlee03's picture

Accents? Where does my "Asianness" belong?

Throughout the time I lived in Beijing, my mandarin has always been known to have a Taiwanese accent, and I sure thought so myself too. Yet, when I moved back to Taiwan for high school, I’ve had multiple times experiencing people asking me where I come from by the way I speak. I remember the very first time it happened was when I bought something at a shop and just happened to talk to the cashier for a bit. In between our conversation she asked me “you’re not from Taiwan aren’t you?” I paused for a bit and said “well, no I grew up in America and I learned most of my mandarin in China.” And she commented “Oh that explains why.”

That was actually the first time I have had someone ask me that, and this made me wonder myself what “accent” do I actually have? People in China say that I have a Taiwanese accent, and people in Taiwan doubt my mandarin accent. Where does my “Asianness” belong? I guess I would consider myself more Taiwanese since my parents are Taiwanese, yet the time I’ve stayed in China influenced me a lot too. It’s interesting to me how people can just tell that from my accent.

Kma's picture

A special meal, but an even more important lesson

     There’s a restaurant in El Paso called “Delicious” that over the generations has become a family tradition. When aunts and uncles who live out of town, and even when I go home for breaks, it is always a must to eat there. The event that took place I would like to discuss in this post happened right outside of this place, our favorite restaurant. When I was in third grade, an elderly lady began appearing outside the building, and would beg. Each time my parents and I went, there she was. It didn’t matter the time of day, how hot or cold it was… it seemed like she was always there. My mom would always give her a little something, and one visit when I was in high school, another lady saw my mom give her money and she muttered, “how disgusting!” Now, I’m not sure if she was referring to my mom giving her money, or to the woman herself, but no matter how she meant it was and is equally haunting to me.

HannahB's picture

Multicultural Tokenism

Growing up in a primarily white, upper middle class community—I feel that my childhood could be understood as the “poster child” of white privilege, white obliviousness and white neutrality. For example, throughout my K-12 education, I had to participate in different “cultural events.” On one such occasion, I brought in shortbread (my grandmother’s recipe) to represent my Scottish heritage. But while my family made/ate this shortbread often and I do have Scottish blood in me, my Scottish (and English and German and Irish) ancestry in no way informs my day-to-day lived experience. At the time, I did not think twice about this “cultural” event; it was simply an opportunity to eat yummy food. Looking back, however, I wish my teachers had challenged me to capture and consider my actual culture.