Ideologies in Education: Unmasking the Trap of Teacher Neutrality
Ideologies in Education: Unmasking the Trap of Teacher Neutrality powerfully exposes the invisible yet pervasive nature of oppressive dominant ideologies, the urgent need to articulate their existence, and the harmful impact they have on education. The solutions to many of the educational challenges facing subordinated students are not purely technical or methodological in nature, but are instead rooted in commonly unacknowledged discriminatory ideologies and practices. The invisible foundation (hegemonic ideologies that inform our perceptions and treatment of subordinated students) needs to be made explicit and studied critically in order to comprehend the challenges presented in minority education – and possible solutions – more accurately. This book confronts the continuing existence and vigorous resurgence of not-easily-named discriminatory perspectives toward students from subordinated cultural groups, as well as their numerous manifestations in schools, and identifies the measures necessary to neutralize unequal material conditions and biased beliefs. Contributors courageously address these issues and ideologies at both the practical and theoretical levels. Ideologies in Education is indispensable for courses that examine multiculturalism, the sociocultural dimensions of education, minority educational issues, and cultural studies.
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academic African American antiracism asked attitudes awareness Bartolome behavior beliefs bilingual biliteracy Black and Latino Carlos challenge Chicana classist classroom Cochran-Smith cognitive dissonance consciousness context course critical consciousness critical pedagogy cultural identity curriculum dents described discourse discussion diverse dominant culture dominant ideologies English ethnic example excerpt experience Falmer feedback Freire groups hegemonic high school hysterical blindness identify ideological clarity immigrant individual inequality instruction interview issues knowledge language Latino Latino students learning linguistic literacy mainstream Mexican Mexico multicultural education oppression participants Paulo Freire perspective political politicized mothers preservice teachers professional development questions race racism recognize reflect resistance responsibility role Sleeter social justice society special education stage students of color teacher education teaching practice tion understanding University urban values White privilege White racial identity White students White supremacist White teachers writing York