This thesis clarifies some issues at the forefront of Multicultural education from an
anti-racist perspective. The researcher is concerned that, while school boards across the
country allegedly promote an education wherein the perspectives of all Canadian cultural
groups are included—a goal that reflects promises of both the Charter of Rights and
Freedoms and the policy of Multiculturalism—differences persist between what is
intended by policy makers and what perspectives are actually included in the curriculum.
These contradictions between intentions and conduct are explored by exarmning the
effects of Multicultural ideology on the discursive borders of Canadian education. These
ideas are then related to the specific example of African Canadian history. Past and present
contradictions between Canadian policies and practices toward African Canadians are
scrutinized. The issue of African Canadian exclusion from the Canadian Literary Canon is
emphasized and this problem is related through a discussion of the Canadian publishing
industry.
The writer argues that different kinds of opportunities are required that help learners
explore the subject of racism on an emotional level, develop in-depth understandings
about African Canadian history and cultures, and give learners opportunities to listen to
African Canadian perspectives. The idea that African Canadian literature could be utilised
by educators is suggested as a way to start establishing a basis for education where
African Canadian perspectives are represented on equal terms.
Pedagogical problems that might arise with the introduction of these stories into the
curriculum are addressed. The writer argues that Canadian education developed out of a
context of oppression. Postmodern research paradigms are suggested as a way to explore
these issues. Following on the diverse writing styles that are used in postmodern inquiries,
an excerpt from a play by the writer is included. Both the play and the discussion
intentionally disrupt the suggestion of a self-Other dichotomy that is sometimes present in
education and research. The writer explores this territory and ultimately suggests the
possibility of negotiating relationships that are not defined by oppression, but that
acknowledge the pain that oppression causes. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/10734 |
| Date | 11 1900 |
| Creators | Odhiambo, Seonagh |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 8789525 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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