Realizing the pedagogy of white privilege
The objective of this project is to explore the educational history on the Kainai Reserve in order to comprehend the role of patriarchy and colonialism as forms of racism in pedagogical practice. Three individuals integral to this research are Canon Middleton, Buffalo Child Long Lance and the author. The personal process of the learner outlines the transformation from the expectations that she would become an accepted member of the Kainai community to the realization that she will always be an outsider to the culture of the reserve because of her race.
Systems in Settings: The Therapist as Power Broker*
Family therapy discourse has given little recognition to either the specificities of the settings in which family therapy is employed or to the specificites of our clients. Clients are frequently constituted into the culturally subordinate position of ‘other’ to the therapist. This paper examines the ethical imperatives of the position therapists occupy in relation to their others.
Cultural workers, pedagogy and the politics of difference: Beyond cultural conservatism
Implicit in the politicizing mandate of multiculturalism is an attack on the idea of common culture, the idea that despite our many differences, we hold in common an intellectual, artistic, and moral legacy, descending largely from the Greeks and the Bible, supplemented and modified over centuries by innumerable contributions from diverse hands and peoples. It is this legacy that has given us our science, our political institutions, and the monuments of artistic and cultural achievement that define us as a civilization. Indeed, it is this legacy, insofar as we live up to it, that preserves us from chaos and barbarism. And it is precisely this legacy that the multiculturalist wishes to dispense with. (Kimball, 1991: 6)