The September 11, 2001 terrorist attacks rekindled debates on the validity of academic multiculturalism in higher education and, as such, signal a call to revisit problems with multicultural curricular design and pedagogical strategies. In reaction, this thesis attempts to enrich dialogue surrounding academic multiculturalism by exploring the epistemological foundation, what I call epistemologies of 'whiteness, ' that guides the design and instruction of multicultural curricula. I examine how 'whiteness, ' as a way of knowing, is communicated in multicultural education. Specifically, I argue that multiculturalism often propagates rather than eradicates prejudiced understandings of the world because it is rooted in 'whiteness.' Curricular reform efforts generally take a surface-level approach to multiculturalism, which strengthens the conceptual errors that maintain 'whiteness.' These problems with multiculturalism, then, leave us in search of a multiculturalism that equally values all people and transforms how we, human beings, relate, understand, and interact with each other.(25 points) ai The article summary is in paragraph format with a minimum of six sentences and includes correct grammar, ... (20 points) ai The summary of research is in essay format with correct grammar, punctuation, and spelling. In additionanbsp;...
|Title||:||In Search of Multiculturalism: Uprooting 'whiteness' in Curriculum Design and Pedagogical Strategies|
|Author||:||Sally J. Sayles-Hannon|
|Publisher||:||ProQuest - 2008|