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A Different Approach to Teaching Multiculturalism: Pragmatism as a Pedagogy and Problem-Solving Tool
by Sue Ellen Henry - 2005
This article explores the moral imperative for teaching multiculturalism from a classically pragmatic point of view. Through an examination of the principles of classical pragmatism, embodied in the work of John Dewey, this analysis suggests that approaching multiculturalism from a pragmatic perspective lends a necessary moral foundation for the work of the multicultural educational reform movement. Critique of the conventional race-based approach reveals several durable dichotomies that can serve to distinguish Students of Color from White students in unproductive ways. I suggest that conceiving of the multiculturalism classroom's primary purpose as a developmental tool for individual students diminishes its potential as a location to sponsor a moral community that fosters a sense of the collective and of mutual multicultural problem solving.
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- Educating Citizens for Global Awareness
- Making Multiculturalism: Boundaries and Meaning in U. S. English Departments
- Education in Divided Societies
- The Education Mirage: How Teachers Succeed and Why the System Fails
- Teacher Man
- Critical Literacy: What Every American Ought to Know
- The Cross-Cultural Transfer of Educational Concepts and Practices
- Back to the Future: Teacher Educators Return to the Classroom
- Teaching, Learning, and Other Miracles
- Multicultural Education Policies in Canada and the United States
- Pragmatism, Nation, and Race: Community in the Age of Empire
- Our Worlds in Our Words: Exploring Race, Class, Gender, and Sexual Orientation in Multicultural Classrooms
- Critical Multiculturalism: Theory and Praxis
- Culturally Relevant Pedagogy: Clashes and Confrontations
- Education for a Multicultural Society
- Redirecting our Gaze: Seeing Things as They Are
- Researching and Teaching Social Issues
- Rethinking Multicultural Education: Teaching for Racial and Cultural Justice
- Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program
- Teaching and Learning in a Diverse World: Multicultural Education for Young Children
- Teacher Education in a Transnational World
- Effective Classroom Management: The Essentials
- Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, Second Edition
- Pedagogy Out of Order: Relinking Critical Teaching with the Dialogical Aspect of Transformative Learning
- Interplay of a Way of Knowing Among Mexican-Origin Transnationals: Chaining to the Border and to Transnational Communities
- Service-Learning Pedagogy: How Does It Measure Up?
- Multiculturalism on Campus: Theory, Models, and Practices for Understanding Diversity and Creating Inclusion
- Teach on Purpose! Responsive Teaching for Student Success
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- Sue Henry
Bucknell University
E-mail Author
SUE ELLEN HENRY is an assistant professor of education and has taught at Bucknell University for the past six years. Prior to teaching, she worked in university administration at Bucknell, the University of Vermont, the University of California at Davis, La Salle University, and the University of Virginia. Her research interests focus on moral and democratic education, inclusive pedagogical practices, and sociology of education. She is currently coediting a special issue of Educational Studies devoted to exploring the historical legacy and social outcomes of color blindness in educational settings. Her recent publications include “What Pragmatism Can Offer Educational Reform Debates: Method, Means, and Motive” (with Abe Feuerstein; International Journal of Educational Reform, Spring 2003) and “The Role of Reflection in Epistemological Change: Autobiography in Teacher Education” (with Mary Bushnell; Educational Studies, Spring 2003).
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