Identity in Education (Future of Minority Studies)

295 Pages·2009·2.31 MB·English

by  Susan Sanchez-Casal

I E
DENTITY IN DUCATION
Susan Sánchez-Casal and Amie A. Macdonald
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The Future of Minority Studies
A timely series that represents the most innovative work being done in the broad
field defined as “minority studies.” Drawing on the intellectual and political
vision of the Future of Minority Studies (FMS) Research Project, this book
series will publish studies of the lives, experiences, and cultures of “minority”
groups—broadly defined to include all those whose access to social and cultural
institutions is limited primarily because of their social identities.
For more information about the Future of Minority Studies (FMS) International
Research Project, visit www.fmsproject.cornell.edu
Series Editors:
Linda Martín Alcoff, Hunter College, CUNY
Michael Hames-García, University of Oregon
Satya P. Mohanty, Cornell University
Paula M. L. Moya, Stanford University
Tobin Siebers, University of Michigan
Identity Politics Reconsidered
edited by Linda Martín Alcoff, Michael Hames-García, Satya P. Mohanty, and
Paula M. L. Moya
Ambiguity and Sexuality: A Theory of Sexual Identity
by William S. Wilkerson
Identity in Education
edited by Susan Sánchez-Casal and Amie A. Macdonald
Susan Sánchez-Casal and Amie A. Macdonald
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I E
DENTITY IN DUCATION
Edited by
Susan Sánchez-Casal and
Amie A. Macdonald
Susan Sánchez-Casal and Amie A. Macdonald
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IDENTITY IN EDUCATION
Copyright © Susan Sánchez-Casal and Amie A. Macdonald, 2009.
All rights reserved.
First published in 2009 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN: 978–0–230–60916–7 (hardcover)
ISBN: 978–0–230–60917–4 (paperback)
Library of Congress Cataloging-in-Publication Data is available from the
Library of Congress.
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: June 2009
10 9 8 7 6 5 4 3 2 1
Printed in the United States of America.
Susan Sánchez-Casal and Amie A. Macdonald
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We dedicate this book to Satya P. Mohanty, cofounder of the Future
of Minority Studies (FMS) Research Project, and critical reader and
supporter of our work for many years. We like the word “beautiful” to
describe your enthusiasm for FMS, your commitment to its ideals and
objectives, and your nurturing of the people who participate in it.
We thank you.
Susan Sánchez-Casal and Amie A. Macdonald
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Susan Sánchez-Casal and Amie A. Macdonald
Contents
List of Tables ix
Acknowledgments xi
Notes on Contributors xiii
Introduction
Amie A. Macdonald and Susan Sánchez-Casal 1
Part 1: Critical Access and Progressive Education
1. Identity, Realist Pedagogy, and Racial Democracy in
Higher Education 9
Susan Sánchez-Casal and Amie A. Macdonald
2. What’s Identity Got to Do with It? Mobilizing Identities in
the Multicultural Classroom 45
Paula M. L. Moya
3. Fostering Cross-Racial Mentoring: White Faculty and
African American Students at Harvard College 65
Richard J. Reddick
Part 2: Curriculum and Identity
4. Which America Is Ours? Martí’s “Truth” and
the Foundations of “American Literature” 103
Michael Hames-García
5. The Mis-education of Mixed Race 131
Michele Elam
6. E thnic Studies Requirements and
the Predominantly White Classroom 151
Kay Yandell
7. Historicizing Difference in The English Patient:
Teaching Kip Alongside His Sources 171
Paulo Lemos Horta
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viii CONTENTS
Part 3: Realist Pedagogical Strategies
8. T eaching Disclosure: Overcoming the Invisibility of
Whiteness in the American Indian Studies Classroom 191
Sean Kicummah Teuton
9. R eligious Identities and Communities of Meaning in
the Realist Classroom 211
William S. Wilkerson
10. P ostethnic America? A Multicultural Training Camp for
Americanists and Future EFL Teachers 225
B arbara Buchenau, Carola Hecke, Paula M. L. Moya,
and J. Nicole Shelton
11. The Uses of Error: Toward a Realist Methodology of
Student Evaluation 251
John J. Su
Index 273
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Tables
3.1 Mentoring Functions as described by Kram (1988) 69
3.2 Participant Sample, Areas of Study, and Rank 72
3.3 S tudent Demographics for Harvard College, 2006 and U.S.
Undergraduate Students, 2004 73
3.4 F aculty Demographics for Harvard, 2006 and U.S. Faculty at
Four-Year Institutions, 2004 73
Susan Sánchez-Casal and Amie A. Macdonald
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