Teaching Multicultured Students: Culturism and Anti-Culturism in School Classrooms

By Alex Moore | Go to book overview

Series Editor’s Preface
As Ira Shor quite correctly observes, ‘Knowledge is not exactly power’. He explains, ‘Knowledge is the power to know, to understand, but not necessarily the power to do or to change…while their [alienated students’] writing and thinking developed, the testing policy remained the same’ (Shor 1992, p.6). Alex Moore confronts the multidimensional politics of knowledge production and transmission for multicultured students in ‘the long shadow’ of the ‘British’ National Curriculum and its attendant cultural rituals and practices. A book for all educators, Teaching Multicultured Students takes up the micro-and macro-pedagogic struggles for inclusive schools. You will find the complex web of theoretical and political issues enveloping multilingual, bilingual and bidialectal children and their teachers in schools are mediated through a number of actors in the text. The cast includes students such as Nozrul, Abdul and Mashud, teachers such as Mr Geddes, Mrs Green and Ms Montgomery, an extensive array of researchers and theoreticians, and those who establish the policy field in which the stories are set. The objective is clear, to identify, support and extend approaches to teaching which are genuinely inclusive. In this context, as in many others, inclusive education refers to pedagogic practice, curriculum and school organization that legitimizes the culture and language of children whose principal language is not English. And, I hasten to add, what a particular rendition of English it is. I will leave it to John, Carrie, Jason, Steven, Lynette and their teacher to tell you whose English it is. Just as important is the recognition of those forms of theory, pedagogy and curriculum—vestiges of the ‘humanist Victorian missionary’—that continue to visit the sins of culturism on children in classrooms. This latter objective helps keeps our cultural wits about us so that we do not leave the ‘back door’ ajar for exclusionary visitations in the inclusive school. Alex Moore makes a number of major contributions to this series:
1 He demonstrates the maxim cultural politics is cultural politics, no matter what we do to describe it otherwise. Here I refer to this book’s implicit counter to the tendency to seal our project of inclusive education within

-xi-

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Teaching Multicultured Students: Culturism and Anti-Culturism in School Classrooms
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Figures vii
  • Acknowledgements ix
  • Series Editor’s Preface xi
  • 1 - Themes and Perspectives 1
  • 2 - Marginalizing Bilingual Students 16
  • 3 - Bilingual Education Theory 43
  • Notes 59
  • 4 - Symbolic Exclusion 62
  • 5 - Partial Inclusion 82
  • 6 - Partial Inclusion 101
  • 7 - Working with Bidialectal Students 126
  • 8 - Exercises in Illumination 153
  • 9 - Afterword 175
  • References 186
  • Index 196
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