Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

At the Interstices: Engaging Postcolonial and Feminist Perspectives for a Multicultural Education Pedagogy in the South


by Nina Asher — 2005

This article argues for a decolonizing multicultural education pedagogy, which engages the interstices - in-between, hybrid spaces - that emerge at the intersections of different cultures, histories, and locations. It also examines how those who work for social transformation are implicated in the very systems and structures they are attempting to deconstruct. The author draws on postcolonial and feminist theories, her own border crossings, and her reflections on her multicultural education pedagogy to discuss how she engages the particular interstitial identifications of her Southern students. A critical analysis of White students' autobiographies reveals the complex ways in which issues of race and racial difference intersect with their lives. Implications in terms of rethinking multiculturalism as relevant to all - White students and those of color - are discussed.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase At the Interstices: Engaging Postcolonial and Feminist Perspectives for a Multicultural Education Pedagogy in the South
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 107 Number 5, 2005, p. 1079-1106
http://www.tcrecord.org ID Number: 11851, Date Accessed: 9/21/2017 3:24:49 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Nina Asher
    Louisiana State University
    E-mail Author
    NINA ASHER is an assistant professor in the Department of Curriculum and Instruction and in Women’s and Gender Studies at Louisiana State University. She is an affiliate of the department’s Curriculum Theory Project. Her scholarship focuses on postcolonial and feminist theory in education, critical perspectives on multiculturalism, and Asian American education. Her recent publications include an article, “Engaging Difference: Towards a Pedagogy of Interbeing” (in Teaching Education) and a chapter (coauthored with Michelle Haj-Broussard), “It Is Not Resolved Yet: When a Louisiana French Immersion Activist Engages Postcolonial, Feminist Theory (or Vice Versa)” (in Curriculum Work as a Public Moral Enterprise, edited by R. A. Gaztambide-Fernandez & J. T. Sears).
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS