Multi/Intercultural Conversations: A Reader

656 Pages·2001·2.833 MB·English

by  Shirley R. Steinberg

MULTI/INTERCULTURAL
CONVERSATIONS
Studies in the
Postmodern Theory of Education
Joe L. Kincheloe and Shirley R. Steinberg
General Editors
Vol. 94
PETER LANG
New York • Washington, D.C./Baltimore (cid:127) Bern
Frankfurt am Main (cid:127) Berlin (cid:127) Brussels (cid:127) Vienna (cid:127) Oxford
MULTI / INTERCULTURAL
CONVERSATIONS
A Reader
EDITED BY
Shirley R. Steinberg
PETER LANG
New York (cid:127) Washington, D.C./Baltimore (cid:127) Bern
Frankfurt am Main (cid:127) Berlin (cid:127) Brussels (cid:127) Vienna (cid:127) Oxford
Library of Congress Cataloging-in-Publication Data
Multi/Intercultural conversations: a reader /
edited by Shirley R. Steinberg.
p. cm. — (Counterpoints; vol. 94)
Includes bibliographical references and index.
1. Multicultural education—United States. 2. Multiculturalism—United States.
3. Critical pedagogy—United States. I. Steinberg, Shirley R.
II. Series: Counterpoints (New York, N.Y.); vol. 94.
LC1099.3.M78 370.117—dc21 99-15097
ISBN 0-8204-4129-5
ISSN 1058-1634
Die Deutsche Bibliothek-CIP-Einheitsaufnahme
Multi/Intercultural conversations: a reader /
ed. by: Shirley R. Steinberg.
−New York; Washington, D.C./Baltimore; Bern;
Frankfurt am Main; Berlin; Brussels; Vienna; Oxford: Lang.
(Counterpoints; Vol. 94)
ISBN 0-8204-4129-5
Cover design by Roymieco Carter
The paper in this book meets the guidelines for permanence and durability
of the Committee on Production Guidelines for Book Longevity
of the Council of Library Resources.
© 2001 Peter Lang Publishing, Inc., New York
All rights reserved.
Reprint or reproduction, even partially, in all forms such as microfilm,
xerography, microfiche, microcard, and offset strictly prohibited.
Printed in the United States of America
To José Solís Jordán

Table of Contents
Preface
Peter J. McLaren xi
Introduction
The Neo-liberal Construction of the Multi/Intercultural
Conversation: It Is Not a Small, Definable World After All
Shirley R. Steinberg xix
Part One Theorizing Multiculturalism 1
Chapter 1 Setting the Context for Critical Multi/Interculturalism:
The Power Blocs of Class Elitism, White Supremacy, and Patriarchy
Shirley R. Steinberg and Joe L. Kincheloe 3
Chapter 2 Multiculturalism and the Idolatry of Inclusion
Jeffrey Ayala Milligan 31
Chapter 3 Ishmael and the Failure of Educational Change
Raymond A. Horn, Jr. 49
Part Two Theorizing Interculturalism 85
Chapter 4 Intercultural Education as the Responsibility
of the School
Erika Richter 87
Chapter 5 In Search of the Meaning of Education and
Learning in Life-Histories
Ari Antikainen 111
VIII Table of Contents

Chapter 6 U.S. Discourses on Japanese Education:
World Geography Textbooks and the Representation of
Japan as the “Other” in the Age of Educational Reform
Yoshiko Nozaki 135
Chapter 7 “De nosotros sale nada”: The Construction
of Power Relations in One Critically Informed Adult
Spanish Literacy Classroom
Marc Pruyn and Gustavo Fischman 167
Chapter 8 Teachers, Values, and Critical Thinking
Wiel Veugelers 199
Chapter 9 A Critical Analysis of the Socioeconomic, Ethnic
and Educational Factors Influencing Success for Immigrant and
Refugee Students in Community College Adult Education
Laureen A. Fregeau and Robert D. Leier 217
Chapter 10 Indigenous Knowledge, Ethnomathematics
Approach, and the Hole of Intellectuals When Working
with Social Movements
Gelsa Knijnik 241
Part Three Curriculum and Pedagogy 263
Chapter 11 Transformative Hope: A Pedagogical Vision
Melissa A. Butler 265
Chapter 12 Reconsidering Reflection in the Postcolonial
Classroom
Ken Moffatt 287
Chapter 13 Are We Really Engaged in Multicultural Education?
Gerald McCain and Loretta Salas 301
Chapter 14 Science Teachers’ Journeys in Multiculturalism:
A Continuing Saga
Mary M. Atwater, Denise Crockett, and Tonjua Freeman 313
Table of Contents IX

Part Four Media Literacy 341
Chapter 15 Multimedia Pedagogical Curriculum for the
New Millenium
Rhonda Hammer and Douglas Kellner 343
Chapter 16 The Media Curriculum of Global Values:
Insidious Cultural Pedagogy
Ladislaus Semali 361
Chapter 17 Capitalists of the World United: Transnational
Corporate Culture and the Pedagogy of Consumerism in
Polish Women’s Magazines
Christine M. Quail 381
Chapter 18 The Tie That Bonds
Rebecca Luce-Kapler, Serguei Oushakine
and J-C. Couture 399
Part Five Race and Ethnicity 421
Chapter 19 Racenicity: Understanding Racialized
Ethnic Identities
Pepi Leistyna 423
Chapter 20 Voices of Diversity
Terri L. Wenzlaff 463
Chapter 21 Criticism and Silence: Co-constructed
Discursive Actions in African-American Children’s Power
Negotiations in a Preschool Context
Enora R. Brown 473
Chapter 22 Thoughts on Rural Education: Reconstructing
the Invisible and the Myths of Country Schooling
Fred Yeo 511
Chapter 23 “No, I Didn’t Make It Rain Last Night” or
Rethinking What and How We Teach About First Americans
Frances V. Rains 527
X Table of Contents

Chapter 24 Critiques of Afrocentricity, Comments
on Multiculturalism
M. Christopher Brown II 539
Chapter 25 The Effect of Korean Cultural Assumptions
on Teaching and Learning in American Schools
Mitchell R. Ferguson 549
Chapter 26 Norms and Allegiances in Muslim Education
Josef Progler 565
Chapter 27 Colonizing Science
Ghada M. Ramahi 593
Chapter 28 In the Interest of National Security:
The English Only Initiative
José Solís Jordán 609
Coda
José Solís Jordán: Scholar, Activist, Prisoner
La Lucha continua
Peter J. McLaren 627
To José
Joe L. Kincheloe 633
A Few Lines
José Solís Jordán 635
Contributors 637
Index 641

Preface
Peter J. McLaren
I wish to make two claims. One is that multicultural education has largely
refused to acknowledge how imperialism, colonialism, and the transnational
circulation of capitalism influences the ways in which many oppressed
minority groups cognitively map democracy in the United States. The
other claim is that the present focus on diversity in multicultural education
is often misguided because the struggle for ethnic diversity makes pro-
gressive political sense only if it can be accompanied by a sustained analy-
sis of the cultural logics of white supremacy.
Sustaining a meager existence is becoming frighteningly more difficult
with the passage of time for millions of Third World peoples as well as
First World urban dwellers, including millions of inhabitants of the United
States. Labor markets are growing more segmented as full-time workers
are replaced with part-time workers who are unable to secure even mea-
ger health or dental benefits. The days of high-wage, high-benefit mass
production manufacturing are receding into the horizon. Yet manufactur-
ing has not completely disappeared from the United States. Of Los Ange-
les County’s labor force now, thirty-six percent is in manufacturing (the
nation’s largest manufacturing base). The exploitation of these workers
continues to increase. The information revolution that has accompanied
the global shift to post-Fordism and flexible accumulation has increased
social inequality rather than diminished it.
The greed and avarice of the ruling class in the United States is seem-
ingly unparalleled in history. Yet its goals remain decidedly the same. The
application of market principles to higher education, the vulgar mercantil-
ism that undergirds public educational reform, the bureaucratic central-
ism, new class managerialism, hyperprofessionalism, evisceration of pub-
lic protection programs, shamefully absent enforcement of environmental