Changing Multiculturalism

Changing Multiculturalism

Changing Multiculturalism

Changing Multiculturalism


This book acknowledges the reality that in the late 1990s we live in a new racial context. The reassertion of white supremacy has created a social and educational world where many whites are angry, feel racially victimized, and stand ready to protect their privilege. Such conditions breed fear, hatred, and further violence. Any multicultural education that fails to recognize these conditions will follow the path of irrelevancy - a path too often taken by previous educational reforms. While concepts of cultural difference and diversity are certainly addressed in Changing Multiculturalism, one of its key features involves the analysis of positionality. How has one's race, ethnic, class, and/or gender consciousness been produced? What is the impact of this consciousness production on one's identity? In these ways, the book attempts to move beyond traditional texts in multicultural education. Both critical and practical, this book promises to engage the reader in a critically grounded multiculturalism.


Around the world, schools, and the societies of which they are a part, are confronting the roost profound changes — changes the like of which have not been seen since the last great global movement of economic and educational restructuring more than a century ago. The fundamental forms of public education that were designed for an age of heavy manufacturing and mechanical industry are under challenge and fading fast as we move into a world of high technology, flexible workforces, more diverse school populations, downsized administrations and declining resources.

What is to follow is uncertain and unclear, The different directions of change can seem conflicting and are often contested. Decentralized systems of school self-management are accompanied by centralized systems of curriculum and assessment control. Moves to develop more authentic assessments are paralleled by the tightened imposition of standardized tests. Curriculum integration is being advocated in some places, more specialization and subject departmentalization in others.

These complex and contradictory cross-currents pose real challenges to theoretical and practical interpretation in many fields of education, and constitute an important and intriguing agenda for educational change — and for this series, which is intended to meet a deep-seated need among researchers and practitioners. International, social and technological changes require a profound and rapid response from the educational community. By establishing and interpreting the nature and scope of educational change, Changing Mitlticulturalism will make a significant contribution to meeting this challenge.

We are delighted that Professors Joe Kincheloe and Shirley Steinberg have agreed to join the Series with a critical and far ranging account of ways of changing nntlticulturalism. The importance of the volume is highlighted dearly in Peter McLaren's introduction which follows and we do not want . . .

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