In a work with far-reaching implications, Chela Sandoval does no less than revise the genealogy of theory over the past thirty years, inserting what she terms "U.S. Third World feminism" into the narrative in a way that thoroughly alters our perspective on contemporary culture and subjectivity.What Sandoval has identified is a language, a rhetoric of resistance to postmodern cultural conditions. U.S liberation movements of the post-World War II era generated specific modes of oppositional consciousness. Out of these emerged a new activity of consciousness and language Sandoval calls the "methodology of the oppressed". This methodology -- born of the strains of the cultural and identity struggles that currently mark global exchange -- holds out the possibility of a new historical moment, a new citizen-subject, and a new form of alliance consciousness and politics. Utilizing semiotics and U.S. Third World feminist criticism, Sandoval demonstrates how this methodology mobilizes love as a category of critical analysis. Rendering this approach in all its specifics, Methodology of the Oppressed gives rise to an alternative mode of criticism opening new perspectives on a theoretical, literary, aesthetic, social movement, or psychic expression.

Methodology of the oppressed

Sonia Nieto makes student learning the primary objective of multicultural education. She draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn. Nieto then takes the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy. Centering on multicultural education as a transformative process, the text includes many reflections of teachers who have undergone this process and whose experiences will be invaluable to other teachers.

The Light in Their Eyes: Creating Multicultural Learning Communities

Intersectionality has attracted substantial scholarly attention in the 1990s. Rather than examining gender, race, class, and nation as distinctive social hierarchies, intersectionality examines how they mutually construct one another. I explore how the traditional family ideal functions as a privileged exemplar of intersectionality in the United States. Each of its six dimensions demonstrates specific connections between family as a gendered system of social organization, racial ideas and practices, and constructions of U.S. national identity. When former vice president Dan Quayle used the term family values near the end of a speech at a political fundraiser in 1992, he apparently touched a national nerve. Following Quayle's speech, close to three hundred articles using the term family values in their titles appeared in the popular press. Despite the range of political perspectives expressed on "family values," one thing remained clear-"family values," however defined, seemed central to national well-being. The term family values constituted a touchstone, a phrase that apparently tapped much deeper feelings about the significance of ideas of family, if not actual families themselves, in the United States. Situated in the center of "family values" debates is an imagined traditional family ideal. Formed through a combination of marital and blood ties, ideal families consist of heterosexual couples that produce their own biological children. Such families have a specific authority structure; namely, a fatherhead earning an adequate family wage, a stay-at-home wife, and children. Those who idealize the traditional family as a private haven from a public world see family as held together by primary emotional bonds of love and caring. Assuming a relatively fixed sexual division of labor, wherein women's roles are defined as primarily in the home and men's in the public world of work, the traditional family ideal also assumes the separation of work and

https://www.jstor.org/stable/pdfplus/3810699.pdf

It's All In the Family: Intersections of Gender, Race, and Nation

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream.

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

Racialized science seeks to explain human population differences in health, intelligence, education, and wealth as the consequence of immutable, biologically based differences between "racial" groups. Recent advances in the sequencing of the human genome and in an understanding of biological correlates of behavior have fueled racialized science, despite evidence that racial groups are not genetically discrete, reliably measured, or scientifically meaningful. Yet even these counterarguments often fail to take into account the origin and history of the idea of race. This article reviews the origins of the concept of race, placing the contemporary discussion of racial differences in an anthropological and historical context.

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Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race.

"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

Ronald Takaki

Papers

A Different Mirror: A History of Multicultural America. First Edition.