In the broadest sense, a Global Studies department seeks to study cultural, political, economic and social relationships in the world with special attention to cultural and political processes, the impacts of globalization and the nature of development. According to their web site, the Global Studies department at Wilfred Laurier University seeks to discuss the responsibilities privileged society has in a world stricken by war and poverty. It seeks to answer how; if possible, it is to ‘think globally’ and ‘act locally’ (Donais, n.d.). In my research I delve into the truth of these statements by exploring the question; how does the Global Studies curriculum at Wilfrid Laurier University reproduce colonial discourses?
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Using ‘radicalized and stereotyped identities’ the colonial curriculum maintained the imperial colonial world view through the creation of the ‘other’ (Crossley & Tikly, 2004, p. 150). This colonial world can be recreated in modern academic curriculums furthering the dichotomous relationship between the ethnic other and ethnic self.
There is plenty of literature about interculturality in the classroom and how educators can engage with students of an ethnic minority without perpetuating their own dominant cultural privilege. There is also literature on how former colonial education systems can relearn how to teach from their own cultural perspective. What is missing is an investigation on how, through curriculum, western privileged education systems reproduce colonial discourses on a structural level. I propose a high level study into how departments are perpetuating the ‘other’ in modern academic institutions through the literature and theoretical perspectives they are presenting to their students.
Anne Hickling-Hudson in her article Cultural Complexity, Post-Colonialism and Educational Change discusses how racism has distorted socio-cultural relationships and how this has shaped how curricula and educational institutions have been formed (Hickling-Hudson, 2006, p. 204). The key idea of Eurocentrism in curriculum is a large part of this. By not giving space for non-European
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The author argues that American education needs to start focusing more on teaching students all cultures and
This ‘false identity’ to which Haugthon refers, is indicative of how most countries that were colonies operate. This has impacted the way we dress, speak and relate to each other. Stone (1992) posits that the because the social ideology of plantation society defined black people as being
Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with
History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).
In “The Futility of Global Thinking” writer Wendell Berry gives the people of the next generation advice on the problems they may come in contact with, now that they’re on their own. Berry goes into great detail explaining what problems to look out for and what ideas to avoid when faced with a problem. He is trying to help steer the next generation away from the mistakes previous generations have made so they can truly make their own decision in how their lives are going to play out.
In the reading, Culture and Power in the Classroom: A Critical Foundation for Bicultural Education, Antonia Darder argues that education is a critical tool and necessity for the advancement of people of color. She highlights that education is tied to status, which in turn, then gives you power in society. She helps us see many of the flaws in the school system that prevents students of color from excelling in the academic world. She points to us, that although there are many things within the school institution itself that fail students of color over and over again, the blame is always placed on the individual. She also highlights that there are many myths about students of color that say that their failure is tied to coming from cultures and backgrounds that do not value education. Finally, Darder argues that conservative educators hurt bicultural student’s education, and liberal educators, although may seem the better option, still fail to attack the institutions that help foster failure in the education setting. They also end up alluding to student failure to individual failure.
Antonia Darder sets a language in Culture and Power in the Classroom that critiques the traditional American educational system while challenging teachers to a new thinking of culture and diversity in the classroom. Using the groundings from several theories, theory and resistance, regimes of truth, and theory of hegemony, she set the platform of the hidden curriculum that is valued in traditional public education. She seeks to use several theoretical frameworks to create a bicultural critical pedagogical approach, which links education to impactful politics. In Culture and Power in the Classroom, Antonia Darder makes is clear that education matters, but yet more importantly that all students matter in their educational experience. As educators there needs to be awareness and consciousness of the hegemonic forces of race, class, culture, ethnicity, gender, and/or ability shape that inferiority within students. Cultural hegemony is so natural, that even in the classroom students are immune to the shoddiness of living within the realms of the dominant culture.
“When students see their ethnic identities represented in the curriculum, they see their cultural history is valued, which serves to promote students’ sense of political efficacy— i.e., their belief that participation in their nation’s governance may make a difference for them (Bernstein, 1986) This is an important student-learning outcome of a multicultural curriculum because, historically, people of color have not been empowered to influence political policies and institutions, which often leaves them with a sense of societal helplessness and a lack of political influence over their collective future (Ogbu, 1990).” (Thompson, 2012)
Unless the expectation is that students possess the same “concept of otherness” related to individuals who reside in nations on the other side of the globe as they do of American who reside in neighboring communities, we must dismiss curriculum-based endeavors as an effective means to help students develop a well-rounded concept of
This would mean reservations, residential school, and child welfare FMN the impact on the colonialism, the issues surrounding how it has impacted aboriginal people and what is being done about it. One
Children are not being taught about things like colonialism for instance, and when it is, it is through a biased, “white lense.” This is ultimately because it is being told from a privileged, “outsider” point of view. American universities still lack the diversity needed to include people of colour throughout the curriculum. Although there is a lot of diversity among students as time goes on, there are voices and perspectives that continue to go unheard. (Frances 2010, 5) According to Racism in the Canadian University: Demanding Social Justice, Inclusion, and Equity, education creates a “free, independent, and thoughtful learner.” (Frances 2010, 6) But of course the curriculum does not create this if they are only teaching ideas through an ethnocentric, colonized lense. As well as only including examples of white people; white historians, scientists, mathematicians, and philosophers. When a university has predominately white instructors, and then teaches predominantly biased material that attempt to make white people look good, this creates a white privileged university. A person of colour who steps foot in that university will recognize this, as it is a form of othering. People who are not white may feel ostracized as there are no people of colour to be a
Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my
Also the provincial government is taking steps to standardize the level of education received by students in Ontario. Programs like standardized testing for teachers and students as well as the standardization of the curriculum were implemented. These programs are intended to provide all students regardless of race or economic standing in any area of the province and equal opportunity to succeed. These initiatives are part and parcel of increased demand by the Federal government to have Canadian students rise to "levels equivalent to those achieved by students in Asia and Europe." (Lightbody, pg. 265) These steps however pay little heed to other cultures in the education system. All courses on history or culture at the high school level are aimed to familiarize students with the traditions, philosophy, literature and history of the western world. Proponents argue that this action is appropriate since our country is based on a democracy founded in European ideals of government. It is also claimed that there would not be enough time in the current school year to educate students on every culture that has contributed to the construction of our society. Proponents for centralization seem to prefer the "middle of the road approach" when making decisions on curriculum. It is argued that trying to push the subject of multiculturalism too far would actually be a hindrance. Over emphasis of multiculturalism may interfere with a student’s
Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).
What is global education? “Global citizenship would seem a recent concept, but its origin can be traced back to at least 4th century Greece when Diogenes declared himself a cosmopolitan – a citizen of the world” (Hower, 2010, p.1). The idea of global citizenship, then, emerged even before there was a clear understanding of just what the globe entailed or who populated it, Hower, 2010, although different people and cultures were