Multicultural Education in the 21 Century: Facing the Tough Questions

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In Ottawa, Canada, if you are a working-class, or perceived to be a working-class, Black male in the high school system, multicultural education has come to mean unequal treatment, low teacher expectation, negative stereotyping, getting expelled, suspended or inducted into the criminal justice system by your school. This educational reality has come to represent multiculturalism and diversity as experienced by Black youths and their parents, particularly those that are economically disadvantaged. In this presentation, I will incorporate my personal experiences as a working-class mother 25 years prior to my doctoral research study. My presentation will juxtapose my research findings, to my earlier beginnings as a recent immigrant family being introduced to this thing called ‘multicultural’ education in Canada and how my experiences 27 years later as a middle-class parent and researcher changed, for better or worst. In addition, to further illuminate the impact of class differences on educational outcome, I will also juxtapose the experiences of the middle-class and working-class students and parent participants.

Keywords: Racism, Unequal Treatment, Stereotyping, Class, Unequal Outcome
Stream: Education and Social Welfare
Presentation Type: Paper Presentation in English
Paper: Multicultural Education in the 21st Century

Dr. Janet M. Haynes

Assistant Professor, Department of Social Work, Univeristy of Minnesota
Duluth, Minnesota, USA

I have a strong commitment to advocacy in child welfare and educational policies that ignore or do not address the specificities and subtleties of racism and cultural differences, which result in unequal and differential treatment of racialized individuals. To this end, my current research interest focuses on the social, educational, economic and cultural barriers facing racialized females and men. Another area of interest relates to the lack of Black female academics in areas of education and social work, and its impact on the creation of knowledge and the maintenance of the status quo in social work and school practices. My professional and teaching philosophy centers on a feminist analysis and incorporates an anti-racist/anti-oppressive model of practice.

Ref: I08P0428