TY - JOUR
T1 - The Accreditation of Schools of Education and the Appropriation of Diversity
AU - Baltodano, Marta P
N1 - Recommended Citation Baltodano, M. (2006) The Accreditation of Schools of Education and the Appropriation of Diversity. Cultural Studies-Critical Methodologies Journal, 6(1), 123-42. doi: 10.1177/1532708605282819
Baltodano, M. (2006) The Accreditation of Schools of Education and the Appropriation of Diversity. Cultural Studies-Critical Methodologies Journal, 6(1), 123-42. doi: 10.1177/1532708605282819
PY - 2006
Y1 - 2006
N2 - Multiculturalism as an educational project emerged in the 1960s as one of the major political conquests of the civil rights struggles and the 1954Brown v. Board of Education decision that officially eliminated racial segregation in schools. At the time, multiculturalism was considered a revolutionary social policy designed to integrate people of color and other marginalized groups into mainstream society, providing them with the same access to rights and resources as their White counterparts. The multicultural project was envisioned as an effective counterhegemonic strategy to reverse centuries of racialized domination in the United States—a powerful exclusionary force rooted in the wanton economic exploitation of the Other and the nation’s earlier enslavement of African Americans. However, despite a variety of legislation, liberal policies, and multicultural educational approaches, schools have remained places entrenched in beliefs of racial inferiority deeply rooted in the practices of everyday life.
AB - Multiculturalism as an educational project emerged in the 1960s as one of the major political conquests of the civil rights struggles and the 1954Brown v. Board of Education decision that officially eliminated racial segregation in schools. At the time, multiculturalism was considered a revolutionary social policy designed to integrate people of color and other marginalized groups into mainstream society, providing them with the same access to rights and resources as their White counterparts. The multicultural project was envisioned as an effective counterhegemonic strategy to reverse centuries of racialized domination in the United States—a powerful exclusionary force rooted in the wanton economic exploitation of the Other and the nation’s earlier enslavement of African Americans. However, despite a variety of legislation, liberal policies, and multicultural educational approaches, schools have remained places entrenched in beliefs of racial inferiority deeply rooted in the practices of everyday life.
UR - https://digitalcommons.lmu.edu/education_fac/108
U2 - 10.1177/1532708605282819
DO - 10.1177/1532708605282819
M3 - Article
VL - 6
SP - 123
EP - 142
JO - Cultural Studies-Critical Methodologies Journal
JF - Cultural Studies-Critical Methodologies Journal
IS - 1
ER -