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Record identifier : 567183
Personal Name - Primary Intelectual Responsibility : Castagno, Angelina Elizabeth
Title and statement of responsibility : Uncertain but always unthreatening: Multicultural education in two urban middle schools [Thesis]
Publication, Distribution,Etc. : The University of Wisconsin - Madison, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Wisconsin - Madison
Summary or Abstract : This dissertation examines how an urban school district policy on multicultural education is understood and implemented in two demographically different middle schools. Given the current educational imperatives around standards, standardization, and accountability, much of what I illustrate speaks to the ways in which teachers understand these imperatives in relation to diversity- and equity-related imperatives. I use the theoretical tools of Critical Race Theory and Critical Whiteness Studies to analyze, unpack, and make sense of the patterns I observed. I argue that teachers in both school contexts understand and practice multicultural education in uncertain and ambiguous ways that vacillate between notions of powerblind sameness and colorblind difference. Importantly, both of these conceptualizations of multicultural education function to support, maintain, and legitimate the status quo and White supremacy. While the shared culture of whiteness in which both schools are located shapes these ideas, there are also important differences between the two schools because of the ways they are differently positioned in relation to No Child Left Behind, adequate yearly progress, and performance on standardized tests. Even given these differences, however, the overall pattern is a pervasive failure to provide a high-quality and equitable education that requires all students to achieve academically, maintain or develop cultural competence, and exhibit the skills and strategies needed to create social change. In addition to the ways in which educators understand and practice multicultural education, I also examine three prominent silences around multicultural education---in particular I illustrate the ways in which the silences around race, sexuality, and religion are further iterations of the uncertain but always unthreatening nature of multicultural education. I suggest that the site-based management context of the district is inadequate for ensuring the goals of equity and excellence that multicultural education requires. And finally, I argue that whiteness, racial ideologies, and power structures in the U.S. consistently get in the way of educators, schools, and districts being able to fulfill the promises of multicultural education..
Topical Name Used as Subject : Bilingual education, Multicultural education, Secondary education
Information of biblio record : TL
 
 
 
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