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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Cite This Article as: Teachers College Record Volume 107 Number 5, 2005, p. 1060-1078
https://www.tcrecord.org ID Number: 11850, Date Accessed: 2/20/2020 4:57:33 PM

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