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|Other Titles:||Revisiting the Multicultural Myths|
Jason Chien-Chen Chang
Department of Education,National Taiwan Normal University
In 2007, I released a research note in which metaphors such as "monolith" and "umbrella" were used to depict the discursive predicaments of multiculturalism in education. As a sequel to it, I am going to reconsider the praxis-related predicaments of multicultural education this time. Generally speaking, the revamping programs for promoting school performance and ethnic/cultural identity of minority students, if based primarily on a micro-level analysis of cultural diversity or focused exclusively on the minority's point of view, will not do much help. It is quite often argued that the minorities will become vulnerable if they pay too much attention to the task of chasing or fixing up an "ever-changing" identity, because the members of the majority group, in the meantime, are busy equipping themselves for winning the competition educationally, economically, and politically. The macro-level analysis of cultural diversity, such as theories of "cultural ecology".
|Appears in Collections:||教育研究集刊|
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