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Re-visioning multicultural education...

Sinha, Shilpi.

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Re-visioning multicultural education through Jacques Derrida and Nel Noddings.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Re-visioning multicultural education through Jacques Derrida and Nel Noddings./
作者:	Sinha, Shilpi.
面頁冊數:	151 p.
附註:	Adviser: Nel Noddings.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237328
ISBN:	9780542917172

Re-visioning multicultural education through Jacques Derrida and Nel Noddings.
Sinha, Shilpi.

Re-visioning multicultural education through Jacques Derrida and Nel Noddings. - 151 p.

Adviser: Nel Noddings.

Thesis (Ph.D.)--Columbia University, 2006.

Multicultural education has been advocated to provide viable and just responses to the reality, challenges, and problems of the increasing diversity of American society. Concomitantly, numerous voices have risen against such a trend in education, citing negative effects upon the educational system and on the nation as a whole. Critics charge multicultural education with engendering a provincialism in thoughts and ideas, since the focus is thought to be on cultivating ethnic pride and raising the self-esteem of minorities at the expense of honest evaluation, truth, accuracy, and unity. Though the critics are reductionistic in their portrayal of multicultural education, in that multicultural education encompasses different perspectives, none of those perspectives have been able to provide a sufficient rationale or justification for their mode of educating. We may, however, evince sufficient justification for multicultural education on the basis of the relational structuring of human existence as described by Jacques Derrida and Nel Noddings.

ISBN: 9780542917172Subjects--Topical Terms:

783746
Education, Philosophy of.

Re-visioning multicultural education through Jacques Derrida and Nel Noddings.
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520 $a Multicultural education has been advocated to provide viable and just responses to the reality, challenges, and problems of the increasing diversity of American society. Concomitantly, numerous voices have risen against such a trend in education, citing negative effects upon the educational system and on the nation as a whole. Critics charge multicultural education with engendering a provincialism in thoughts and ideas, since the focus is thought to be on cultivating ethnic pride and raising the self-esteem of minorities at the expense of honest evaluation, truth, accuracy, and unity. Though the critics are reductionistic in their portrayal of multicultural education, in that multicultural education encompasses different perspectives, none of those perspectives have been able to provide a sufficient rationale or justification for their mode of educating. We may, however, evince sufficient justification for multicultural education on the basis of the relational structuring of human existence as described by Jacques Derrida and Nel Noddings.
520 $a The relational structuring of human existence, as understood through Derrida's terms of differance and "friendship" and Noddings' terms of natural and ethical caring, further enables us to re-envision multicultural education as an affective multicultural education that specifically foregrounds a moral or values education. Such an education develops, expands, and strengthens our capacity for responsiveness to difference. Further, the attitude it engenders in students can be authentically unifying, that is, it can provide a socially cohesive force, unlike the varying unifying moves such as assertion and codification of "difference blindness"; broad political participation and deliberation; or the unity of narrative based upon a "usable past" that critics assert are lost or hindered with the adoption of multicultural education.
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