Delpit & Dowdy (2002). No Kinda Sense.

“When instruction is stripped of children’s cultural legacies, then they are forced to believe that the world and all the good things in it were created by others. This leaves students further alienated from the school and its instructional goals, and more likely to view themselves as inadequate.” (p 41)

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Pezone (2010). Multiculturalism is Not Enough.

“While it is important that we recognize the contributions of those like Delpit who alert us to school politics of culture and language, it is vital that we engage in analysis and action to address the structural relationships of power and domination in our society, including social, economic, _and_ cultural aspects, and how they impact educational systems.” (p 29)

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St. Denis & Schick (2003). What makes anti-racist pedagogy in teacher education difficult? Three popular ideological assumptions.

“By meritocracy we mean the assumption that everyone has equal opportunity because we are all basically the same; all that is required to get ahead is hard work, talent, and effort. This is a fundamental promise of capitalism, and [page break] students have thoroughly absorbed this commonsense cultural belief. … Although one does need effort and talent to achieve one’s goals, actual outcomes are in fact mediated in many unacknowledged ways by one’s class, gender, race, and other social identifications and positioning.” (p 63-64)

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Piquemal & Kouritzin (2003). Angela: A Pedagogical Story and Conversation.

“… it is the responsibility of the teacher to explore and exhaust all alternatives for engaging and responding to the messages that misbehaviour communicates, before assuming that the child is ‘bad’ or the family negligent. What exact strategies has the teacher tried to fix the problem rather than fixing the blame?” (p 34)

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