ERIC EJ1090398: Popular Culture & Globalization: Teacher Candidates' Attitudes & Perceptions of Cultural & Ethnic Stereotypes

2015·0.13 MB·English

by  ERIC

Research
Popular Culture & Globalization
Teacher Candidates’ Attitudes & Perceptions
of Cultural & Ethnic Stereotypes
Julie McGaha

Introduction to prepare teacher education candidates understand these implications and the
with a more global perspective. Like most manner in which they can impact their
In order to prepare students with the
universities (Knight, 2003), my university classroom.
knowledge, skills, and attitudes necessary
is attempting to increase the opportunities Teaching about issues related to glo-
to live and work in an interconnected and
and activities related to global and interna- balization is also important from a social
interdependent world, it is essential they
tional initiatives. Since teacher education justice perspective (Parker, 2008). While
have teachers who understand global pro-
candidates study abroad in lesser numbers Western nations such as the United States
cesses and can employ a global perspective
than their peers in other fields (Open Doors, maintain a strong commitment to democ-
in the classroom. While globalization can
2013) and the number of international stu- racy and equality, the reality is significant
lead to expanded economic markets, in-
dents in undergraduate teacher education inequalities exist along racial, ethnic, and
creased mass communication, and reduced
programs is limited, one way to increase class lines.
border restrictions, globalization has also
global awareness is through course related
been associated with tensions between
activities and assignments. Theoretical Perspective
those who benefit from global processes and
As such, I redesigned an Introduction
those who are victims of the abuses associ- I used both Critical Global Educa-
to Secondary Education course to focus
ated with globalization (human trafficking, tion (CGE) and Critical Media Literacy
on global engagement. The goals of the
poverty, environmental issues, etc.). as theoretical frameworks for this study.
course are to expose teacher candidates to
Given the inequalities which exist Efforts to include global perspectives or
a wide-range of issues in secondary educa-
along racial, ethnic, and class lines, stress- global education in teacher education have
tion. Topics include an introduction to the
ing these concepts as part of larger social, evolved over the last fifty years to reflect
teaching profession, issues of reform, and
political, and economic forces is important the political and economic influences at the
current trends in public education. Two
for developing a human rights-based ap- time. While there is no single agreed upon
additional goals include (1) the impact
proach for education, which advocates definition of global education (Kirkwood,
that categories of diversity (racial, ethic,
inclusion, equal opportunities, and non-dis- 2001), scholars have proposed global edu-
cultural, linguistic, socioeconomic, ability,
crimination. In an effort to expose teacher cation should include a number of concepts
and student development) have on teach-
candidates to the manner in which global such as: multiple perspectives, knowledge
ing and learning and (2) the manner in
inequalities transcend national borders, I of other cultures, global challenges, in-
which schools shape and are shaped by
use a series of international advertisements terconnectedness, concerns for peace and
society and community.
to highlight the manner in which concepts development, the legacies of imperialism,
With a focus on global engagement,
such as race, ethnicity, power, and privilege and cross-cultural experiences (Kirkwood,
the scope of the course changed to explore
are promoted and perpetuated through the 2001; Lamy, 1987; Merryfield 1997).
these concepts more broadly including
media in different areas of the world. While some have criticized the global
the impact of global issues, interconnect-
Drawing on historic ideologies of co- education movement as being associated
edness, and the legacy of imperialism on
lonialism and imperialism, as well as the with anti-capitalism and efforts to indoctri-
children and education.
disparities and xenophobia associated with nate teachers (Schafly, 1986) and students,
Teaching about issues related to
globalization, these examples depict how others have criticized global education as
globalization should be an important
contemporary globalization perpetuates only associating the “rest” of the world
component of teacher preparation. While
discourses of racial and ethnic inferiority. insofar as it affects the United States
we have always lived in a diverse world,
(O’Conner & Zeichner, 2011; Sleeter, 2003).
globalization has increased the demands
Motivation for Study As such, O’Conner and Zeichner (2011) ex-
and realities of diversity, presenting new
pand upon “mainstream” global education
The motivation for this study grew out challenges related to infrastructure,
to include CGE, which they define as “an
of a college-wide effort at my institution resource allocation, and social stratifica-
approach to global education that seeks
tion. At the same time they also create
to educate students about the causes and
new spaces and challenges, especially in
Julie McGaha is director, consequences of global injustices that aims
education, for issues related to bilingual
Education Programs to support students to work in solidarity
education, multiculturalism, and aca-
with the North Carolina Center within the worlds’ people toward transfor-
demic achievement. As such, it is impor-
for International Understanding, mative change” (p. 523). Essential to CGE
tant that teacher education candidates
Chapel Hill, North Carolina. is a discussion of not only the economic and
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power imbalances between and among na- from popular culture as an effective peda- dates interpret potentially negative
tions, but also within nations to explore the gogical tool in classroom settings. images related to race, ethnicity, pow-
link between these issues in both global For example Joanou and Griffin (2010) er, and privilege in popular culture?
and local contexts. found using images from popular media
2. How do American teacher candi-
In our media rich culture individuals an effective way to facilitate classroom
dates conceptualize these concepts
are inundated with visual images. Televi- discussions regarding race, class, gender,
from a non-US context?
sion serves as one of the major influences and sexuality among mainly White teacher
on our visual culture. Since media has the candidates. Scanian and Feinberg (2000) 3. How do teacher candidates inter-
potential to influence how we construct have used the television show The Simp- pret these messages as a function
images and understand the world (Kellner sons to engage undergraduate students of how dominant culture perceives
& Share, 2005), advocates of critical media in a number of sociological concepts such “others?”
literacy argue that exploring the manner as race, ethnicity, gender, class, and socio-
in which the media constructs images and economic status. Similarly, Melander and Methodology
messages is also important. Deconstruct- Wortmann (2011) discuss their success in
Introduction ing these images and messages is an es- using short clips of the television series Participants and Procedure
In order to prepare students with the sential step in addressing inequity and Desperate Housewives to illustrate gender Participants viewed eight advertise-
knowledge, skills, and attitudes necessary oppression based on race, class, gender, etc. stereotypes in a large sociology course. ments from different parts of the world
to live and work in an interconnected and (Kellner & Share, 2005; Morrell, 2002). They found this approach to be success- to explore messages of race, ethnicity,
interdependent world, it is essential they ful in engaging students and improving power, and privilege (see Table 1). Given
have teachers who understand global pro- Multi-Media and Popular Culture student scores on later assessments. the strong rational for using examples of
cesses and can employ a global perspective There is a growing body of literature While a number of concepts would American popular culture to explore is-
in the classroom. While globalization can that suggests aspects of popular culture, be included within these critical theories sues of race, ethnicity, class, and gender
lead to expanded economic markets, in- specifically mass media, have the potential (gender, age, sexual orientation), the focus with college students, why use examples
creased mass communication, and reduced to shape individuals’ attitudes regarding on this classroom activity was limited to from other countries and cultures and not
border restrictions, globalization has also issues such as race (Graves, 1999; Joanou race, ethnicity, power, and privilege. That is add to the existing literature with differ-
been associated with tensions between & Griffin, 2010; Kellner & Share, 2005). not to underscore other concepts, however ent examples from American popular cul-
those who benefit from global processes and Given the potential impact of popular focusing on this one concept allowed for a ture? On one hand using global examples
those who are victims of the abuses associ- culture to affect and shape how individuals richer discussion of the topic. The specific offers individuals, who might be otherwise
ated with globalization (human trafficking, develop ethnic and cultural stereotypes, re- research questions were: resistant to acknowledging the presence
poverty, environmental issues, etc.). searchers have suggested using examples of negative stereotypes, a “safe” place as a
Given the inequalities which exist 1. How do American teacher candi- cultural outsider to engage in meaningful
along racial, ethnic, and class lines, stress-
ing these concepts as part of larger social,
Table 1
political, and economic forces is important
Classroom advertisements
for developing a human rights-based ap-
proach for education, which advocates Product Product Information Example used in class*
inclusion, equal opportunities, and non-dis- Burger King Mexican Whopper 2009 Burger King ad that features a wrestler wearing a Mexican flag. The ad Deebootube, 2009
crimination. In an effort to expose teacher was run in Europe and drew criticism from European and Mexican officials
candidates to the manner in which global (Associated Press, 2009).
inequalities transcend national borders, I
Dunkin’ Donuts charcoal donuts 2013 campaign featuring a woman in “blackface.” The ad was run in Thailand Gecker, 2013
use a series of international advertisements
after protests from human rights groups (Gecker, 2013).
to highlight the manner in which concepts
such as race, ethnicity, power, and privilege Banania chocolate drink French chocolate / banana drink popular in France since the product inception Blume, 2006; Machin, 2013; Traub, 2006
in the early 20th century. The company packaging (which has evolved over
are promoted and perpetuated through the
the last 100 years) has been labeled as racist and portraying colonial
media in different areas of the world.
sentiments (referring to France’s colonial past in Senegal) (Blume, 2006;
Drawing on historic ideologies of co- Traub, 2006).
lonialism and imperialism, as well as the
Black herbal toothpaste Herbal toothpaste popular in Thailand. Ming76, 2006
disparities and xenophobia associated with
globalization, these examples depict how Negrita Rum A French wine and spirits company that dates to the mid-19th century. Negrita-Bardinet, 2012; Traub, 2006
contemporary globalization perpetuates Numerous ads feature colonial images of Black women. Historic images feature
discourses of racial and ethnic inferiority. Black women as servants (Traub, 2006).
KyoChon Fried Chicken advertisement 2009 campaign by Korean KyoChon chicken restaurant chain (Glover, 2010). Glover, 2010; Oneabjure, 2009
Motivation for Study
European Union viral video 2012 ad produced by the European Commission. The ad features a White Watt, 2012
The motivation for this study grew out woman in a seemingly threatening environment by men of various ethic
of a college-wide effort at my institution backgrounds. The video was criticized by a number of entities and removed
by the European Commission (Watt, 2012).
Candy wrapper images from Cloetta Fazer Nordic candy company in existence since mid-19th century. Images included Helsingin Sanomat, 2008; Waterfield, 2011
company several candy wrappers noting negative stereotypes (Helsingin Sanomat, 2008;
Waterfield, 2011).
*All images were obtained from noted websites and news articles. Full citations are noted in the reference section.
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discourse without feeling a sense shame advertisements was either removed by the Instead, I discuss participant responses as
or “White-guilt.” company following customer complaints part of the overall theme.
Global examples also highlight the or noted (most by a human rights or hu- Additionally, it is important to note
manner in which these issues manifest manitarian groups) as portraying negative the purpose of this activity was to explore
themselves in different parts of the world ethnic or cultural stereotypes. The choice the manner in which individuals were
and provide teacher candidates the op- of advertisements was somewhat neces- situated in the sample ads and what
portunity to problematize these issues sitated by language gaps. In order for the possible stereotypes these messages can
leading to greater global awareness and English-speaking participants to have at perpetuate rather than classifying areas
social action. Since they are short, com- least a basic level of understanding of the of the world as being more or less cultur-
mercials and other advertisements can advertisement, the actual product being ally sensitive.
be an efficient way to engage in multiple “marketed” needed to be obvious, therefore
examples and representations in a single using advertisements where products were Identifying Racism
class. As their main purpose is to “sell” a easily recognized was important. While and its Cultural Context
product, these messages allow participants the products themselves were obvious to
While racism is culturally negotiated,
to explore these concepts as a function of participants, as noted below, the messages
the construct of racism in terms of discrim-
our consumer based society as well as the and marketing strategies were not as eas-
ination, marginalization, and related intol-
discourses regarding dominant culture. ily understood.
erance is not. As such, an essential goal in
In the weeks prior to this activ-
the course was to explore the construct of
ity, classroom readings and discussions Collection and Analysis
racism (and ethnic discrimination) as be-
focused on basic principles of multicul-
All participant responses were tran- ing one that transcends national borders,
tural education with a focus on critical
scribed exactly as written by participants. not bound by unique national definitions
multiculturalism. This material provided
Once all responses were transcribed, I or interpretations. Based on participant
participants with some framework for
began a process of coding individual re- responses it was clear there was a great
exploring the advertisements noted be-
sponses. Responses were analyzed as a deal of variability in the extent to which
low. Participants (n=44) were all teacher
whole rather than analyzed based on each participants understood race, and there-
education candidates pursing secondary
individual advertisement. This allowed me fore racism as a concept.
or K-12 (Music, Art, Dance, PE, Modern
to look at the entire set of responses col- In some instances participants re-
Language) certification and enrolled in
lectively to gain a more complete picture of ported they felt there was some cultural
the professional education sequence for
participants’ perceptions and understand- context needed to determine the extent to
those majors. Only two participants en-
ings of the concept rather than as a func- which the advertisement depicted nega-
rolled in the course identity as being not
tion of their interpretations of individual tive stereotypes or suggested that these
White (one participant of Indian-Ameri-
advertisements. After reviewing the data concepts were culturally constructed. As
can decent and the other identified as
in an open and holistic manner, I began one participant noted, “their cultures are
being Latina).
using open coding to build concepts around different and are more or less offended by
Participants were given a sheet noting
recurrent themes, followed by axial coding different stereotypes.” Another participant
each of the advertisements/images by title
to reduce and re-classify thematic codes in offered, “This could be offensive, but their
only and asked, after viewing to note their
a manner that reflected the connections culture is different so it may be ok,” while
initial thoughts regarding the (1) purpose
between categories and subcategories. I another participant said, “The idea that
of the advertisement, (2) intent of the
then used selective coding to look at the jumped out to me from these is that the
advertiser in selecting the specific image
data as it directly related to the research ads were caricatures of Black people. But
or theme, and (3) overall reaction to the
questions. there are some problems with White people
advertisement. I provided brief contextual
The following four themes emerged too. It’s just what we get offended by.”
information for each example, however,
from the data analysis: (1) identifying Just as classroom interactions can be
since the goal of the activity was to elicit
racism and the cultural context in which contextually based, cultural context and
as authentic responses from participants as
advertisement was used, (2) post-colonial cultural difference were important aspects
possible, there was no discussion during the
and ethnocentric interpretation, (3) impli- of this activity. In follow-up classes we
activity so as to not influence reactions.
cations for classroom interactions, and (4) discussed the assertion by the Thai CEO
Participants viewed the advertise-
privileging American policies toward dis- of Dunkin’ Donuts that objection to their
ments, completed the information sheet,
crimination and social justice. A discussion campaign was an American interpretation
and turned it in anonymously. Following
of each thematic category with supporting of racism (Gecker, 2013). This provided par-
the classroom activity, participants were
textual evidence from participants is pro- ticipants a different interpretation of the
asked to complete a reflection based on
vided below. manner in which audiences might perceive
their thoughts on the advertisements as
images (this article also provides context
a whole, how these advertisements would
Results for the Thai toothpaste ad also used in
be perceived in the United States, and how
the class activity). While it’s important to
images like these in popular culture could Across each theme participants noted
acknowledge a line between cultural dif-
potentially impact children in schools. The varying levels of sophistication when dis-
ference and racism, the proverbial “line”
following two class meetings were devoted cussing issues of race, ethnicity, privilege,
became a key point in the debrief sessions.
to class debriefs regarding the activity. and power. It is difficult to categorize par-
Participants struggled with the extent to
For purposes of clarity, all commercials, ticipants’ responses as “negative” or “posi-
which some of the images were simply
images, and advertisements are referred to tive” so I have intentionally stayed away
a product of cultural differences or if in
as “advertisements.” Each of the selected from those distinct, value-laden categories.
fact the perceived manner of inferiority,
MULTICULTURAL EDUCATION
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servitude, or exaggeration made them (including those from Asia and Africa) are Implications for Classroom Interactions
potentially offensive. depicted as “irrational, degenerate, primi- Following the classroom activity,
Many students noted they simply did tive, mystical, and suspicious” (p. 49). The participants were asked to reflect on the
not understand why or how advertise- construction of these cultural stereotypes,
potential impact messages such as those
ments were problematic. For some adver- Said claims, ultimately has created an “us” conveyed in the advertisements may have
tisements students simply noted: “I don’t and “them” binary. on classroom interactions. Understanding
get it,” or (referring to Black people being In some instances participants noted the role that ethnic and cultural stereo-
used to represent chocolate), “I just don’t images perpetuated negative stereotypes,
types may play in world events or human
get why a dark person is associated with but contextualized this information as
interactions, especially for children, is im-
chocolate,” or “I wouldn’t have noticed it a function of the origin of the company. portant to understand these issues beyond
(racist connotations) if the racism wasn’t For example when viewing images for a national context.
pointed out.” Negrita Rum or Banania, one participant While some participants noted they
In other cases participants noted they noted, “The images aren’t good, but they
did not find individual advertisements
didn’t find particular images to promote began at a time when that is how people
offensive or perpetuating negative ste-
negative images. This was particularly thought Africans looked so it makes sense reotypes, overwhelmingly they noted
disturbing when participants specifically [that they are still used].” This justification that when messages did reflect negative
noted the add promoted negative stereo- was particularly disturbing as it is largely ethnic and cultural stereotypes, those
types, but still said, “I didn’t initially find consistent with the assumptions of racial
advertisements could have a detrimental
anything wrong with the commercial” or inferiority that were historically used to
effect in a classroom setting. Participants
another participant who noted (referring to justify imperialism and discrimination. In noted negative messages were of particular
the Negrita Rum ad), “I don’t understand this case the participant did not make the concern for children as their “brains soak
this (being racist) other than the Black connection that the advertisements, even up everything they see and hear…if they
woman being like a servant.” from a historical perspective, perpetuated
continually see the same social norms,
An overall observation was the fact these assumptions. stereotypes and prejudice things, it will
that many participants did not seem to In some cases the manner in which eventually become engrained in their way
understand the social and cultural conno- the participants discussed the individu- of thinking for a long time, if not the rest
tations of Blackface. This gap in cultural als depicted in the ads represented an of their lives.”
knowledge prompted a lengthy discussion ethnocentric notion of race and class. For A large majority of comments from
in the following days regarding this histori- example, one participant noted, “[this is] participants regarding classroom implica-
cal context of minstrel portrayal of African- racism toward African Americans” while tions related to bullying or student conflict
American stereotypes in the mid/ late 19th another participant said, “African Ameri- issues. In some cases participants felt
century. Conversely, many students noted cans appear [to be] stereotyped.” In the students may feel justified to pick on other
examples of negative stereotypes, which debrief sessions a few days later in class, students because they “might start to think
could perpetuate and promote racist feel- I summarized some of the responses and this is an appropriate way to act.” As such
ings. As one participant wrote, (referring asked participants to think for a moment many participants noted they felt a sense
to the Thai herbal toothpaste ad), “This is if a Black man in Thailand was African of responsibility with regard to negating
the most offensive thing I have ever seen!” American? For a few participants this was these messages. To that end, one partici-
Other participants specifically pointed to a defining moment in both the activity and pant said, “it would then be my job to try
the attempts of advertisers to construct their understanding of race. and open their mind and teach them that
ethnic images through mockery or the ex- In the final reflection paper, a partici- stereotypes were not realistic portrayals of
aggeration of physical features made the pant wrote, “I had never thought about the individuals.” Another added, “It is my job
images offensive on their own, regardless fact that not everyone who is Black is Afri- not to let stereotypes take over [classroom]
of how they were situated in the advertise- can American. The reality is I don’t know interactions.”
ment. where this man is from, maybe Thailand, While participants did acknowledge
maybe somewhere else, but in any case my these messages could adversely affect
Post-Colonial response was most certainly from the point students, and many felt as teachers it was
and Ethnocentric Interpretation of view of an American.” Throughout this there job to provide different messages and
The manner in which many partici- class activity and follow-up discussions make sure their students felt safe and in a
it became clear that there was an overall
pants discussed the individuals and prod- “welcoming environment,” only one partici-
ucts in the advertisements often reflected lack of knowledge related to post-colonial pant made specific reference to the existing
a post-colonial or ethnocentric perspective. legacies throughout the world. power structure in place with regard to
Post-colonial theory brings into question Similarly, there was a lack of under- popular culture. The participant noted:
standing regarding the manner in which
the manner in which cultural perceptions
mainstream media reinforces existing From what I know of advertisements,
have been shaped and exploited by the way
they have researchers (presumably with
power structures regarding who belongs
in which the “colonizers” have portrayed sociological backgrounds) who get paid
and who doesn’t in a given culture as well
the colonized.” In his work, Orientalism to discover the most effective method of
as the socially acceptable manner in which
(1979), Edward Said conceptualizes this selling a product to a target audience.
representation as one in which the West each group should be depicted. Later con- Their expertise examines the values and
is characterized as “rational, peaceful, versations focused on the various push-pull assumptions that we ALREADY have and
factors affecting immigration and asylum in turn create commercials to convince us
liberal, logical …[and] without natural
seeking that transcend simply the move- to buy things. I believe it is safe to assume
suspicion” (pp. 3-5) whereas Easterners
ment of people from one location to other. that the creation of these advertisements
FALL 2015
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Research
accurately reflect the majority view of the participants. At the same time, it left a analysis or an attempt to “make too much
population. few participants searching for answers out of nothing.” As one particiapant noted,
regarding how to “fix” what they perceived “It’s just a commercial. It’s not that big of
With this one exception it appears partici-
to be problems in the world. This desire a deal.” Again, these dismissive attitudes
pants may still not understand the role of
to “fix” a problem led to a conversation in and responses are inline with Warren and
social institutions in promoting and per-
class in which a participant asked, “So, I Hytten’s (2004) work related to “faces of
petuating existing cultural hegemony.
think some of these ads could be seen as Whiteness.”
racist, but I mean, where does it end? So,
Privileging American Policies
if someone of color is eating a [chocolate] Conclusion
An important part of the research cookie, I mean is that always racist?”
process was to ask participants how they This was an important moment in For many of the participants in this
thought the advertisements would be the class activity as participants wrestled study, this was the beginning of their
interpreted in the United States. Almost with the manner in which products were exploration into these discussions. While
overwhelmingly participants responded positioned, the intent of the advertiser, the purpose of this exercise was to allow
that the advertisements used in the class and the ultimate message conveyed to con- participants the opportunity to engage
activity would not be accepted in America sumers. It was also an important moment in these issues from a non-U.S. perspec-
and would cause outrage among Ameri- for participants to explore the extent to tive, the discussion led to a much richer
cans. When asked why, students com- which they had previously ignored subtle and critical discussion of similar adver-
mented, “[The ads] would probably be more messages they now thought could be po- tisements in American popular culture
controversial in the U.S.” and “I feel that tentially offensive. than in previous semesters. A number
[other countries] are more racist than the As the class discussed these issues in of students noted later that the discus-
U.S. [The ads] wouldn’t last long [here].” greater detail another participant offered, sion regarding global ads helped them
A few participants commented they “I don’t think someone of color eating a to see subtle messages they would have
didn’t understand the habit of using people chocolate cookie is bad, but you have to look not previously noted when viewing the
to advertise food and maintained that at the whole picture.” The class discussion American advertisements. This also led to
“those commercials would fly in the U.S.” then turned to a mini-framework for ana- participants offering new examples they
because we use things like cartoons-like lyzing advertisements (and other aspects encountered (television, commercials,
characters to advertise things like cereal.” of popular culture) for aspects of bias and music, etc.) which may reinforce negative
As I explained the need to use many food potential marginalizing messages. Aspects stereotypes.
advertisements in the activity due to lan- of their framework included exaggerated The relatively small, homogenous
guage issues, I asked participants again to physical features, mockery, “Othering,” and participant sample size limits the ability
think about the manner in which they saw perpetuating negative stereotypes (ethnic, to generalize the findings to all teacher
products advertised on packages, televi- cultural, gender). candidates. Similarly, few participants had
sion, or in print media. This highlights a challenge with this experiences outside the United States or
A student quickly countered the ear- type of activity and discussion: the poten- with large numbers of individuals from
lier participant’s comment that American tial for students to develop a classification countries or cultures different than their
products were not offensive and pointed or “list” of actions that would be deemed own. Their ability then to see beyond a U.S.
out campaign ads such as Aunt Jemima acceptable and those that would be unac- perspective was therefore quite limited.
syrup and Uncle Ben’s rice. The fact that ceptable. It is also important to note the aspect of
many participants needed to be reminded For example, a few students noted they cultural difference when attempting to
of these American examples highlight the felt “guilty” for eating at particular res- interpret images or messages as a cultural
manner in which these images can become turants or buying product that were used as outsider. One still makes assumptions
such a part of our culture we don’t think examples in class. In other words, because based on one’s own culture and making
about them and the potential messages Dunkin’ Donuts used an ad with Blackface, assumptions of understanding intent of
they send. boycotting the company constitutes “good another culture can result in just similar
negative stereotypes.
behavior” while supporting the company
Discussion would be deemed “bad” behavior.”
References
This framework itself, while showing
Discussion of race and issues of
an aspect of critical thinking and perhaps
diversity are not easy conversations for Blume, M. (2006, February 16). A French
most people. Having these conversations social action among participants, was still tempest in a breakfast cup. The New
somewhat frustrating. Concepts such as York Times. Retrieved from http://www.
with young people, particularly when they
these are complex and narrowing them to nytimes.com/2006/02/16/arts/16iht-blume.
have limited experience with individuals
a framework or list of what is “good” and html?pagewanted=all&_r=0
of diverse backgrounds, is especially dif-
what is “bad” is much too simplistic. Controversial racial image to be dropped from
ficult. Confronting concepts such as race, liquorice wrapper. (2008, March, 3). Helsin-
However I feel the urgency on the part
ethnicity, class, power, and privilege with gin Sanomat. Retrieved from https://www.
of participants to classify things as good
individuals who, by virtue of being from hs.fi/english/article/Controversial+racial+i
and bad or right and wrong is in line with
predominately White, middle to upper mage+to+be+dropped+from+liquorice+wra
middle class, suburban backgrounds. have previous research on aspects of White- pper/1135234514052
guilt and White-privilege (McIntosh, 1990; Deebootube. (2009, April, 13). Burger King—sur-
largely benefited from these constructs,
Sleeter, 1993; Solomon, Portelli, Daniel, & prising combination—Texican whopper from
compounds this challenge.
Campbell, 2005). Conversely, other partici- Burger King [Video file]. Retrieved from http://
This activity then in some ways
pants dismissed the discussion as an over- www.youtube.com/watch?v=7-aXkKRAe84.
was enlightening, yet frustrating, for
MULTICULTURAL EDUCATION
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