Race, class and Marxism Here, Wise accuses Marxism of: Wise also accuses so-called "left activists" of reinforcing "white denial" and "dismiss[ing] the lived reality of people of color"--which, of course, presumes Left activists and Marxists to all be white. What do Marxists actually say?
If the role of education truly is to produce a better society, then the teacher must accept the onus of responsibility for this huge undertaking.
This paper shall examine methods and strategies the reconstructionist educator can employ to attempt to eradicate the scourge of racism from his class, but shall also examine the feasibility of this task using an existential microscope.
Educators who practice a reconstructionist philosophy believe it is their duty to be a social activist. They must continually search for means to improve society by ending degradation and harm. Despite the recent trend of multicultural literature, many school texts remain monocultural in their presentation of knowledge.
This may send serious messages about the inferiority of some and the superiority of others.
Ibid This is apparent in the writings of George Dei when he suggested that information should present truths about the contributions of African societies to world civilization.
Texts should also promote equity of people with mental and physical handicaps, the gifted, the elderly and between the genders. Students could learn about female doctors, lawyers, and mechanics and concurrently about male secretaries, nurses, and flight attendants.
Through the creation of a team, a micro-society, educators can attempt to break down the superficial barriers that students may see when they are individuals.
Group work exposes individual attitudes, ideas, experiences, and beliefs that are used to achieve a common goal through a collective effort. Group work leads to better understanding of the task at hand, the dynamics of team-work, which will be valuable in later stages of life, and opens the lines of communication between group members despite race, sex, age or religion.
They also watched movies on apartheid and created anti-racist rap songs for a play the students wrote and starred in for the parents to demonstrate the evils of racism. They also encouraged contribution to African relief funds and the joining of anti-racist groups.
Multicultural days exploring different cultures, religions, and the history of different races may also occur. Some schools practice a zero-tolerance policy to discourage the practice of racism and other undesirable behaviours, which may result in the removal of the offending student from that particular school.
These practices identify racism and suggest how to quell it in schools, but they fail to prepare the student for the racism they will lamentably still encounter in society. Children must learn to accept the fact that racism will exist outside of schools.
For if a student cannot relate to racism as it affects himself, then he may not understand it completely and choose not to actively participate in its elimination.
Perhaps Reconstructionists should teach that some people are going to sport racist views no matter what and will not listen to the sappy, humanistic preaching and droning of the anti-racist activist. Students must learn that racism is an unfortunate part of our society and that attempting to eliminate in schools is a step in the right direction.
They must also realize that racism will exist despite their creation of posters and plays and that changing the thought processes and perceptions of certain people cannot be done overnight or even at all. Students should prepare themselves for the harsh reality of the words offered by James Baldwin in the following selection: There is no need in pretending this will not happen.
The student will be better prepared armed with the knowledge that this shall be a lengthy and challenging process. Notable Selections in Education" Guilford: Integrating Multiculturalism, Constructivism, and Educational Reform:Comprehensive and meticulously documented facts about racial issues.
Learn about discrimination, affirmative action, education, crime, politics, and more.
Creation of conditions that facilitate encounters, dialogue and joint action for social harmony, peace, human rights and development, and combat all forms and manifestations of racism, racial discrimination, xenophobia and related intolerance;. Recognizes that prevention is a key element of any political strategy to combat racism, racial discrimination, xenophobia and related [justice] [equality] [a culture of peace], and friendship among all nations, indigenous peoples, and [socially prosecutors and service providers with a view to sensitizing them to the issue of racism.
In devising strategies to deal with racism a broad number of preliminary questions must be answered. Racism itself must be identified in its various manifestations, a complex task given the changing face of the phenomenon and the shifting form of its expression at different times and places.
Like a boil that can never be cured so long as it is covered up but must be opened with allits ugliness to the natural medicines of air and light, injustice must be exposed, with all the tension its exposure creates, to the light of human conscience and the air of national opinion before it can be cured.
That you can talk your way out of things, that you can negotiate, that you can change an outcome. And you can do all this with a feeling of confidence. And safety.