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Critical Multiculturalism in the Classroom: from Theory to Practice UNLV Retrospective Theses & Dissertations 1-1-1998 Critical multiculturalism in the classroom: From theory to practice Denise Michelle Dalaimo University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065. http://dx.doi.org/10.25669/puxi-p9md This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. 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Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CRITICAL MULTICULTURALISM IN THE CLASSROOM: FROM THEORY TO PRACTICE by Denise Michelle Dalaimo Bachelor of Arts University of Nevada, Las Vegas 1993 Master of Arts University of Nevada, Las Vegas 1995 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Sociolog} College of Liberal Arts Graduate College University of Nevada, Las Vegas May 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9932599 UMI Microform 9932599 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dissertation Approval UNIV The Graduate College University of Nevada, Las Vegas March 8 19 The Dissertation prepared by Denise M. Dalaimo Entitled Critical Multiculturalism in the Classroom: From Theory to Practice is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Sociology Examination Committee Chair Dean o f the Craduqte College Examination Committee Member xamination Committee Member 'B r A '~raduate College Faculty Representatii^ U Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by Denise Michelle Dalaimo 1999 All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT Critical Multiculturalism in the Classroom; from Theory to Practice by Denise Michelle Dalaimo Dr. David R. Dickens, Examination Committee Chair Professor of Sociology University of Nevada, Las Vegas Since Paulo Freire's (1970) revolutionary "work Pedagogy o f the Oppressed, "radical" (critical/feminist/multicultural) educators have endeavored to change the face of education by altering traditional power relations and by including the work and experiences of previously under- or unrepresented groups. Research to date in the field of radical pedagogy has been largely focused on and performed in the small and intimate classroom. Many of the approaches and techniques proposed by radical educators — though effective in smaller classes — are difficult to implement in the larger, more impersonal classroom which is becoming more and more prevalent in contemporary' higher education. This research has been largely ethnographic and is exploratory in nature. Various pedagogical approaches have been used and a hybrid pedagogy - critical multiculturalism — has been developed. Data is presented in categories consistent with the goals of this research, i.e., (1) altering the traditional student-teacher power relation, (2) giving voice to previously marginalized students, (3) celebrating diversity without tokenism or exoticization, and (4) motivating students to think critically and to participate in positive social change. Implications for policy and future research are briefly discussed. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ABSTRACT.......................................................................................................................... i LIST OF TABLES............................................................................................................. vi ACKNOWLEDGMENTS .......................................................................................... vii CHAPTER ONE INTRODUCTION............................................................................... 1 Organization ............................................................................................................ 2 CHAPTER TWO THE SOCIOLOGY OF EDUCATION: EMERGENCE AND MAJOR DEBATES ................................................................9 The Emergence of the Sociology of Education ................................................. 10 The New Synthesis ................................................................................................19 Neither Separate, Nor Equal: Inequalities in Education ..................................20 The Debate over Multiculturalism in Education .............................................. 41 Discussion .......................................................................................................... 46 CHAPTER THREE WHITHER A POSTMODERNIST PEDAGOGY?: THE EVOLUTION OF CRITICAL MULTICULTURALISM ... 49 Whither a Postmodernist Pedagogy? ..................................................................50 Trends in Contemporary Pedagogies ..................................................................53 The Evolution of Critical Multiculturalism .......................................................60 Discussion .......................................................................................................... 65 CHAPTER FOUR METHODOLOGY AND RESEARCH DESIGN.......................68 Critical Ethnography ........................................................................................... 70 Research D esign....................................................................................................78 CHAPTER FIVE FINDINGS/ANALYSIS: EVOCATIONS OF THE CRITICAL MULTICULTURAL CLASSROOM .......................86 Altering the Traditional Student-Teacher Power Relation ............................. 86 Giving Voice to Previously Silenced Students .................................................93 Celebrating Diversity......................................................................................... 101 Discussion ........................................................................................................ 109 IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER SIX IMPLICATIONS FOR FUTURE RESEARCH AND PO L IC Y ............................................................................112 Future Research ...........................................................................................113 Policy Implications .....................................................................................116 REFERENCES ........................................................................................................118 VITA ....................................................................................................................... 126 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES AND FIGURES Table 1.1 Educational Attainment
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