The Wretched of the Earth

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Culture and Imperialism

Discourse in the Novel

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Teaching to Transgress: Education as the Practice of Freedom

Three separate themes form the basis of this collection: the conceptualization of race as a category within the literature; the presentation of multidisciplinary theoretical and empirical work that discusses the issue of race and education; and the creation of a forum for scholars in the First and Third Worlds which would allow for dialogue on national and international levels. The volume brings together many of the most articulate and visible scholars across the humanities and social sciences. The issue of race and representation is explored in the fields of education, cultural and women's studies, literature, sociology and African-American studies. Despite differing orientations, however, the contributors all share a common concern for stressing the importance of social context, nuance and language in understanding the dynamics of race relations. McCarthy has published "Race and Curriculum" (Falmer Press, 1990); Crichlow has published "Becoming Somebody" (Falmer Press, 1992).

Race, identity, and representation in education

The Uses of Culture: Education and the Limits of Ethnic Affiliation

Cameron McCarthy analyzes the mainstream and neo-Marxist explanations of racial inequality in schools. He argues that the theoretical stance of the former depicts racial factors as manipulable variables tied to beliefs, values, and psychological differences; the latter position subsumes issues of race relations into socioeconomic interests. As an alternative frame-work the author presents a nonsynchronous theory of schooling that begins to explain the interaction of race, gender, and class within the economic, political, and social environments as they differentially function within the daily practices of schooling.

Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony.

In this closing article, Cameron McCarthy, Michael Giardina, Susan Harewood, and Jin-Kyung Park draw on the preceding articles of this Special Issue to develop the argument that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images. In the plurality of social and cultural sites of practice reflected in these articles, McCarthy et al. find implications for pedagogical practice and the educational preparation of school youth. They specifically address questions concerning the reproduction of culture, identity, and community as they relate to contemporary educational debates. Given this range of cultural practices, how should we address the topic of culture and identity in the organization of school knowledge? McCarthy et al. suggest that pedagogical interventions that privilege popular culture as a site of legitimate critique can open up new avenues of expl...

Contesting Culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity

In addition to providing an accessible introduction to postcolonial theory, the authors explore the enormous potential which postcolonial art offers educators - a wealth of material to draw upon for any rethinking of the school curriculum. Some of the artists discussed in this groundbreaking volume include: African-American critic and writer James Baldwin; Trinidadian intellectual and activist C. L. R. James; Novelist Wilson Harris of Guyana; African-American novelist and Nobel laureate Toni Morrison; The painter Arnaldo Roche-Rabell of Puerto Rico; The Australian artist Gordon Bennett; The Haitian-Puerto Rican-American artist Jean-Michel Basquiat; Plus a look at popular "world musics" from around the globe.

Cameron McCarthy

Papers

Race, identity, and representation in education

The Uses of Culture: Education and the Limits of Ethnic Affiliation

Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony.

Contesting Culture: Identity and curriculum dilemmas in the age of globalization, postcolonialism, and multiplicity

Reading and Teaching the Postcolonial: From Baldwin to Basquiat and Beyond