Presentation Type
Oral Presentation
Start Date
5-10-2017 9:00 AM
End Date
5-10-2017 11:00 AM
Subjects
Multicultural education -- Analysis, Postcolonialism in education, Social identities
Abstract
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.
Rights
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Persistent Identifier
http://archives.pdx.edu/ds/psu/20100
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Race and Ethnicity Commons
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.