(Name-mce) ListServ Question re: MCTE
Attwoodpf at aol.com
Attwoodpf at aol.com
Sat Oct 14 09:24:42 EDT 2006
Carli, Hi! Your question has clearly produced a rich exchange here. Thanks
for posting.
Your words below point to what the longer history also documents: that
multicultural education -- its purposes and practices -- has always been contested.
Knowing the longer history keeps me alert to the danger of thinking that
with time MCE/MCTE will bring some inevitable change or "progress." You and
others on this list understand this, but we need to constantly embrace that
MCE/MCTE is at once an educational and political project.
While 1977 and the NCATE standards marked an important impact that the late
60's/early 70s Black Power, Black/Ethnic Studies, and also multiracial feminism
had on teacher education, it's important to see that the NCATE standards have
struggled to keep their critical edge. The change in language to diversity
that Varvrus and others analyze reflect the ways the struggle continues.
MCE/MCTE as an on-going struggle that must be inherited, reinvented and
reinvigorated with each generation. Both the longer history and the recent past
testifies to the importance of keeping analyses of of power at the center of
this work and forwarding practices that truly challenge the perpetuation of
racism, cultural imperialism, sexism, homophobia, ablebodism... in schools and
classrooms.
Your question and all the posts here speak to a question that is at the
center of my own work -- how are teacher educators learning as
antiracist/antioppression MCTE'ors? We speak often of the need to prepare teachers, support and
challenge them to become MC teachers and persons, but how and where are
teacher educators preparing, or "doing the work," as I call it. How are teacher
educators learning and passing on this work?
Certainly NAME and teacher education programs that truly support
antiracist/antioppression MCE are important "pockets of hope" in this struggle. We need
more research that documents the places, processes, and models for teacher
educators learning to do antiracist/antioppression MCTE. What enables MCTE to
sustain and deepen that learning amidst of the various challenges they face, even
in institutions that see and claim themselves to be committted to
multicultural/social justice teacher education?
Wish I could be in Phoenix and the NAME pocket of hope. Have a wonderful five
days reinvigorating the vision and the work together.
Polly
Until we can see the world as others see it, all the educational reforms in
the world will come to naught. Lisa Delpit
Polly F. Attwood
Assistant Professor, Middle and High School Education
Lesley College, Lesley University
29 Everett Street
Cambridge, MA 01238
617-349-8918 (office)
617-349-8953 (fax)
In a message dated 10/14/06 12:50:51 AM, kylesc at unlv.nevada.edu writes:
> Join us in Phoenix, Arizona for the 16th Annual International NAME
> Conference - Nov. 8-12, 2006
> >>>>>>>>>>>
> Seema,
>
> Based on my experiences I agree with you, especially your last statement.
> Our
> field is at a crucial point of examination particularly in terms of teacher
> preparation. Why is it that we've only yet to begin in 2007? Our field has
> been grounded and legit for a long time. I'm of the opinion that there are
> teacher educators that are either advancing the field, stagnating the field,
> and/or sabotaging the field. And I do believe even folks that consider
> themselves to be multicultural teacher educators can stagnate and sabotage
> our
> field. To clarify I don't mean sabotage in the way that the right or
> conservatives view MCE, this is unintentional, but teacher educators that
> continue to reproduce low levels of MCE as simply heroes, holidays, and
> tourist
> approaches and human relations without speaking to privilege, oppression,
> inequity, and education for social change. Much to the effect of some of
> Paul
> Gorski's writings.
>
> CRK
>
> Quoting simaeduk8r at aol.com:
>
> > Kylesc at univ.nevada.edu wrote:
> >
> > " I think we can still argue that
> > quality MCTE is still not a part of teacher preparation programs- some
> > universities enact Standard 4 with better quality and more than a
> > one-shot,
> > catch all course or tourist-heroes-holiday-human relation-approaches
> > than
> > others. What is the next tipping point? "
> >
> >
> > This is what was I was thinking about when the first thread of this
> > conversation
> > started. I often feel like MCTE in teacher education courses that I am
> > familiar with depend
> > the most on the professor and so very often new teachers go through the
> > program making
> > little connection to their own practice. We know very often human
> > beings think they know
> > and think they get it and think they apply it and so hardly listen and
> > then would be hard
> > pressed to really apply good MCTE standards in their own classrooms. I
> > am of the opinion
> > that the work has hardly begun and of late we are perhaps back stepping
> > as well.
> >
> > Seema
> >
> >
> > Seema Imam, EdD
> > Elementary and Middle Level Teacher Education
> > Seek knowledge from the cradle to the grave.
> >
> > As Eleanor Roosevelt wisely said, "no one can make you feel inferior
> > without your consent."
> >
> > -----Original Message-----
> > From: kylesc at unlv.nevada.edu
> > To: name-mce at nameorg.org
> > Sent: Fri, 13 Oct 2006 2:09 PM
> > Subject: Re: (Name-mce) ListServ Question re: MCTE
>
> > This is good conversation- thank you for the responses. It is clear
> > that many
> > movements either paralleled or gave rise to what we now know as
> > multicultural
> > teacher education (i.e- intergroup ed, intercultural ed, black ed,
> > multiethnic
> > ed, civil rights movement) and some universities took it upon
> > themselves to
> > include MCTE in their grad/teacher prep program before 1977- but I
> > wonder if
> > the NCATE standards of 1977 weren't issued, and the books from AACTE
> > and ASCD
> > weren't published- how much longer would it have taked for MCTE to
> > become
> > mainstream or deliberately a part of teacher preparation programs? Was
> > that
> > the tipping point? Would it have been up to progressive/radical
> > educators to
> > do this alone on their respective campuses? I think we can still argue
> > that
> > quality MCTE is still not a part of teacher preparation programs- some
> > universities enact Standard 4 with better quality and more than a
> > one-shot,
> > catch all course or tourist-heroes-holiday-human relation-approaches
> > than
> > others. What is the next tipping point? It certainly wasn't NCLB.
> >
> > Comments?
> >
> >
> >
> >
> >
> > Quoting "Hill, Djanna" <HillD at wpunj.edu>:
> >
> > > Join us in Phoenix, Arizona for the 16th Annual International NAME
> > Conference
> > > - Nov. 8-12, 2006
> > > >>>>>>>>>>>
> > > 1977 sounds about right...but remember that Woodson was taking about
> > the
> > > kind of education that African Americans needed in 1901. Cherry M.
> > > Banks wrote about intercultural ed too...see Banks (1995)
> > Multicultural
> > > education, transformative knowledge and action.
> > >
> > > See you next month!
> > > Djanna
> > >
> > >
> > > -----Original Message-----
> > > From: name-mce-bounces at nameorg.org
> > [mailto:name-mce-bounces at nameorg.org]
> > > On Behalf Of Rachel Friedman
> > > Sent: Friday, October 13, 2006 6:31 AM
> > > To: NAME-MCE - National Association for Multicultural Education
> > > EmailDiscussion Group
> > > Subject: Re: (Name-mce) ListServ Question re: MCTE
> > >
> > > Join us in Phoenix, Arizona for the 16th Annual International NAME
> > > Conference - Nov. 8-12, 2006
> > > >>>>>>>>>>>
> > > Carli
> > > Have you given consideration to the work of Rachel Davis Dubois? She
> > was
> > > a pioneer in the intercultural education movement. Look for the book
> > > _All this and something more: Pioneering in intercultural education_.
> > > Rachel
> > > CARLI R. KYLES wrote:
> > > > Join us in Phoenix, Arizona for the 16th Annual International NAME
> > > > Conference - Nov. 8-12, 2006
> > > >
> > > > Greetings listserv:
> > > >
> > > > I'm trying to ascertain the start of institutionalized multicultural
> > > > teacher education. Can anyone support that the institutionalization
> > > > of multicultural teacher education happened before 1977? According
> > to
> > >
> > > > the Handbook of Research in MCE 2nd ed. (Banks, Ch.1, p. 13)- in
> > 1977
> > > > several landmark developments for MCE occurred in 1977- ASCD and
> > AACTE
> > >
> > > > published several seminal books and the issuance of NCATE standards
> > > > requiring implementation of MCE in all member schools. In that
> > case,
> > > > can we say that multicultural teacher ed (as we know it
> > > > today) will be 30 years old in 2007?
> > > >
> > > > Simply questioning and pondering. Thank you for your responses.
> > > >
> > > > Carli
> > > >
> > > >
> > > >
> > >
> > > --
> > > Rachel E. Friedman
> > > Senior Lecturer in Early Years
> > > Westminster Institute of Education
> > > Oxford Brookes University
> > > Harcourt Hill Campus
> > > Oxford
> > > OX2 9AT
> > > England
> > >
> > >
> > > _______________________________________________
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> > > Education -
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> > > _______________________________________________
> > > This is a mailing of the National Association for Multicultural
> > Education -
> > > (NAME) Listserv list - www.nameorg.org. The materials included reflect
> > > diverse perspectives of NAME Listserv participants and do not
> > necessarily
> > > reflect a position of the National Association for Multicultural
> > Education.
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> >
> >
> > --
> > Carli R. Kyles, M.Ed.
> > Visiting Lecturer & Coordinator-Beauchamp Apprentice Teacher Program at
> > the
> > University of Nevada Las Vegas & Andre Agassi College Preparatory
> > Academy
> > CEB 366 702-895-5084
> > kylesc at unlv.nevada.edu
> >
> >
> > _______________________________________________
> > This is a mailing of the National Association for Multicultural
> > Education -
> > (NAME) Listserv list - www.nameorg.org. The materials included reflect
> > diverse
> > perspectives of NAME Listserv participants and do not necessarily
> > reflect a
> > position of the National Association for Multicultural Education. If
> > you would
> > like to subscribe (or unsubscribe)to this listserv go to
> > http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org
> >
> >
> >
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> >
> >
> >
> > ________________________________________________________________________
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> > _______________________________________________
> > This is a mailing of the National Association for Multicultural Education
> -
> > (NAME) Listserv list - www.nameorg.org. The materials included reflect
> > diverse perspectives of NAME Listserv participants and do not necessarily
> > reflect a position of the National Association for Multicultural
> Education.
> > If you would like to subscribe (or unsubscribe)to this listserv go to
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>
>
> --
> Carli R. Kyles, M.Ed.
> Visiting Lecturer & Coordinator-Beauchamp Apprentice Teacher Program at the
> University of Nevada Las Vegas & Andre Agassi College Preparatory Academy
> CEB 366 702-895-5084
> kylesc at unlv.nevada.edu
>
>
> _______________________________________________
> This is a mailing of the National Association for Multicultural Education -
> (NAME) Listserv list - www.nameorg.org. The materials included reflect
> diverse perspectives of NAME Listserv participants and do not necessarily reflect
> a position of the National Association for Multicultural Education. If you
> would like to subscribe (or unsubscribe)to this listserv go to
> http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org
>
>
>
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