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ERIC Number: ED374445
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
Pedagogical Reality.
Brown, Brenda Gabioud
Academics remain deeply uncertain and divided about their role as practitioners of multiculturalism, inclusion and diversity. As teachers of writing, academics try to offer their students the freedom to express themselves, but they continue to puzzle over how they are to integrate and achieve true inclusion in the classroom. A series of informal interviews with college faculty documents more specifically the nature of this troubling confusion. Five main questions were asked, which revealed the following results. First, among faculty there is little consensus about what the terms multiculturalism, inclusion, and diversity mean. Of the respondents, 40% thought the terms were interchangeable. Second, all the respondents agreed that racism and sexism continue to exist among student populations but on a less overt level than in previous decades. Some faculty interviewed expressed a reluctance to respond directly to racism or sexism in the classroom; they prefer to stay neutral in classroom situations. Third, most faculty do not see signs of overt racism in the composition classroom probably because students recognize that it is politically incorrect. Fourth, 53% denied having seen any discrimination on the administrative level. One male professor complained of reverse discrimination; all other complaints came from women or minorities. Fifth, faculty rely primarily on their reading lists to further the goals of multiculturalism, inclusion and diversity. (TB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A