By Susan Sanchez-Casal, Amie A. Macdonald
This edited quantity explores the impression of social id (race, classification, gender, sexual orientation, faith etc) on instructing and learning. working inside of a realist framework, the participants to this quantity (all of whom are minority students) examine how you can productively have interaction id within the lecture room and on the institutional point, as a way of operating towards racial democracy in larger education. As realists, all authors within the quantity carry the theoretical place that identities are either genuine and developed, and that identities are continually epistemically salient. hence the publication argues--from varied disciplinary and academic contexts--that mobilizing identities in academia is an important a part of revolutionary (antiracist, feminist, anticolonial) educators' efforts to remodel knowledge-making, to set up serious entry for minority scholars in larger schooling, and to create a extra simply and democratic society.
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Extra info for Identity in Education (Future of Minority Studies)
We suggest that aiming for racial democracy means keeping the enduring consequences of historical racism and colonization front and center as we consider ways to reform institutional systems and curricular strategies. Thus the goal of a racially integrated environment must be developed within a comprehensive Susan Sánchez-Casal and Amie A. Macdonald 14 SUS A N SÁ NCH E Z-C A S A L & A M I E A . M ACDONA L D and transformative framework of structural change. First and foremost, prevailing institutional curricula must become racially inclusive (and thereby epistemically accurate), something that would allow students of color critical access to the histories and the cultural and intellectual production of peoples of color; 24 doing so would also give all students an accurate understanding of the interracial and multicultural foundations of human knowledge.
The realist classroom further redistributes intellectual authority by privileging the scholarly and artistic production of Native Americans, Latin@s, blacks, and Asian Americans as epistemically imperative, and therefore more significant to the construction of objective truths than overrepresented knowledges, precisely because these minority perspectives represent histories, cultural elaborations, and theories of our shared social reality that have been omitted from larger discussions over what is true about the world.
Loewen, 1995, 110). In fact, as James Loewen argues, “most Indian societies north of Mexico were much more democratic than Spain, France, or even England in the seventeenth and eighteenth centuries” (110). He goes further to assert that “Native American ideas may be partly responsible for our democratic institutions. We have seen how Native ideas of liberty, fraternity and equality found their way to Europe to influence social philosophers . . [who] then influenced Americans such as Franklin, Jefferson, and Madison” (Loewen, 1995, 111).