Start Date

10-5-2017 9:00 AM

End Date

10-5-2017 11:00 AM

Subjects

Multicultural education -- Analysis, Postcolonialism in education, Social identities

Description

Using Third-World feminist and postcolonial theory, this research complicates the narrative of culture in education. While multicultural education is well intentioned, it creates caricatures of communities of color. Multicultural education also functions through an anthropological perspective of culture, one that relays on portraying communities of color through national cultures. According to Third-World feminist scholarship, particularly through the writings of Uma Narayan, national cultures do not exist but are actually constructed through distinguishing the colonizer and the colonized. Culturally responsive pedagogy provides a theoretical framework that attempts to remedy the issues of multicultural education. However, it fails to separate itself from the coloniality of culture. I examine writings on community wealth and funds of knowledge, both applications of culturally responsive pedagogy, and reshape them into a new framework of community sustaining pedagogy.

Persistent Identifier

http://archives.pdx.edu/ds/psu/20100

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May 10th, 9:00 AM May 10th, 11:00 AM

Culture Beyond Borders: A Postcolonial Analysis of Multicultural Education

Using Third-World feminist and postcolonial theory, this research complicates the narrative of culture in education. While multicultural education is well intentioned, it creates caricatures of communities of color. Multicultural education also functions through an anthropological perspective of culture, one that relays on portraying communities of color through national cultures. According to Third-World feminist scholarship, particularly through the writings of Uma Narayan, national cultures do not exist but are actually constructed through distinguishing the colonizer and the colonized. Culturally responsive pedagogy provides a theoretical framework that attempts to remedy the issues of multicultural education. However, it fails to separate itself from the coloniality of culture. I examine writings on community wealth and funds of knowledge, both applications of culturally responsive pedagogy, and reshape them into a new framework of community sustaining pedagogy.