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ERIC Number: EJ833835
Record Type: Journal
Publication Date: 2009-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-1074-9039
Materializing Multiculturalism: Deconstruction and Cumulation in Teaching Language, Culture, and (Non) Identity Reflections on Roth and Kellogg
Bruna, Katherine Richardson
Mind, Culture, and Activity, v16 n2 p183-190 Apr 2009
As a multicultural teacher educator, the author spends a lot of time talking about cultural and linguistic "difference." Doing this work in Iowa means that many of the students she talks with come from communities that, they say, have not prepared them to have this conversation. "Everyone was just like me," they claim. "There were no "different" people where I came from." This is where their conversation, and her work as their professor, usually starts. By the end of the semester, the author's goal is to move this conversation to a new place and, not only this, to make it a place from which they feel comfortable speaking when they engage with their peers, family, and ultimately new colleagues. In moving this conversation, the author is guided by three assertions that are fundamental to multicultural education theory and practice. As articulated by Nieto and Bode (2008), the first assertion is that children bring differences to school, the second is that these differences may influence their schooling experiences and outcomes, and the third is that acknowledging and accepting these differences means making provisions for them in teaching and learning. In this response to Kellogg's (this issue) "Taking Uptaking Up, or, A Deconstructionist "Ontology of Difference" and a Developmental One" and Roth's (2008) "Realizing Marx's Ontology of Difference," the author wants to use each scholar's writings to expand on and explain these three assertions. She wants to add, drawing on Kellogg and Roth, two additional assertions to Nieto and Bode's three. The author's additions, generated from critical multicultural and cultural-historical activity theory (CHAT), she argues, make possible an even more robust envisioning of multicultural education as transformative social practice.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa