Download Teaching And Social Justice: Integrating Multiculutral And by Carolyn Zerbe, Ph.D. Enns, Ada L. Sinacore PDF
By Carolyn Zerbe, Ph.D. Enns, Ada L. Sinacore
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Additional resources for Teaching And Social Justice: Integrating Multiculutral And Feminist Theories In The Classroom
Sample text
Rather than attempting to guarantee safety or a sense of security, the educator is more likely to ask, Who is likely to feel safe and unsafe? When and in what contexts are students more and less likely to experience safety? Likewise, empowerment has a variety of subjective meanings, may be facilitated by a variety of different people and circumstances, is shaped by the characteristics and constraints of institutions, and may be connected to a range of desired end states or outcomes.
Deconstruction reveals the fallibility of truth by analyzing power relations and revealing the multiplicity and diversity of positions that exist. For this reason, dualistic concepts or binary constructs are particularly problematic. Deconstruction reveals that these concepts only have meaning when juxtaposed against each other. In exploring the various meanings of truth, postmodern feminist theorists focus primarily on the connections between meaning and power, and their inquiries emphasize the power of language as it represents ideas, concepts, and power (Hare-Mustin & Marecek, 1990).
One possibility for implementing border pedagogies that integrates multicultural and feminist pedagogies is to emphasize content and experiences that are by, about, and for women from diverse and nondominant so20 ENNS AND FORREST cial locations and people of color who are sexual minorities. For example, Johnnella Butler (2000) proposed, "When we study women of color, we raise our awareness and understanding of the experiences of all women either implicitly or directly" (p. 177). The scholarship of women of color is placed at the center of inquiry, which transforms the nature of knowledge acquisition and production and decenters the lives of privileged persons.