Understanding Curriculum as Racial Text: Representations of Identity and Difference in EducationLouis Anthony Castenell, William Pinar SUNY Press, 1. jan. 1993 - 312 sider This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well. Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe. |
Innhold
Introduction | 1 |
RACE AND REPRESENTATIONS OF IDENTITY | 31 |
Identity and Curriculum Politics | 33 |
Canonical Sins | 35 |
Race and Representation | 53 |
Love in the Margins Notes Toward a Curriculum of Marginality in Ralph Ellisons Invisible Man and Toni Morrisons Beloved | 55 |
Photographic Images of Blacks in Sexuality Texts | 83 |
Til Death Do Us Part AIDS Race and Representation | 107 |
Cultural Pluralism and Ethnicity | 193 |
Responding to Cultural Diversity in Our Schools | 195 |
Toward an Understanding of African American Ethnicity | 209 |
Multiculturalism | 223 |
Multicultural Approaches to Racial Inequality in the United States | 225 |
A Critical Emancipatory Curriculum of Difference | 247 |
The Politics of Race History and Curriculum | 249 |
Toward Emancipation in Citizenship Education The Case of African American Cultural Knowledge | 263 |
Gender Race and Class | 125 |
Its in Our Hands Breaking the Silence on Gender in African American Studies | 127 |
Black Women Heroes Heres Reality Wheres the Fiction? | 143 |
WorkingClass Womens Ways of Knowing Effects of Gender Race and Class | 153 |
Racism and the Limits of Radical Feminism | 179 |
CURRICULUM POLITICS AND REPRESENTATIONS OF DIFFERENCE | 191 |
Toward a Nonsynchronous Identity | 285 |
Separate Identities Separate Lives Diversity in the Curriculum | 287 |
Contributors | 307 |
| 309 | |
| 311 | |
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adult African American studies Afrocentric agapé Ameri analysis antibias education approach argue become black history black women canonical discourse classroom common sense concept context critical cultural competence Cultural pluralism culture of home culture of power curriculum as racial diversity dominant economic ego ideal emancipatory ence ethnic groups European American example experience fantasy fiction fiction film gender Hispanic human Human sexuality identity identity-in-motion ideology individual intellectual interviews Invisible issues knowledge Lacan language learning literature male marginality McCarthy meaning minority students multicultural education Native American oppression paradigms patriarchy pedagogy perspective photographs Pinar political programs race racial text racism radical feminism real intelligence relations relationship represent representation role scholars semiotics sexism sexuality social society stereotypes structure struggle superego Taubman teach teacher textbooks theory tion tradition W. E. B. DuBois white women white working-class women woman Woodson York