Skip to main content
SpringerLink
Log in

Indian to Indian

Building Alliances Between South Asian and Aboriginal Peoples Through Critical Pedagogy and a Politics Of Empathy

  • Chapter
Precarious International Multicultural Education

Part of the book series: Transgressions ((TRANS,volume 84))

Abstract

This chapter argues that critical studies in multiculturalism, pedagogy and media offer possibilities for investigating hegemonic representations of minority groups in media and pop culture. Underlying power and privilege of dominant group’s abilities to construct these images is evidenced by the creation of racist stereotypes and commodification of non-dominant cultures. It is theorized that a critical studies framework has the potential to build alliances between diverse groups of people who may not have worked together in the public sphere under a similarities within difference approach (Kanpol, 1995).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bakhtin M. Rabelais and his World. Cambridge: MIT; 1968.

    Google Scholar 

  • Bolan, K. (2005). Stepping Up the Ranks. Retrieved from http://www.primetimecrime.com/Recent/Organized%20Crime/vs20051001Indo.htm.

  • Bourdieu P, Passeron J. Reproduction in Education, Society, and Culture. London: Sage; 1977.

    Google Scholar 

  • Coloma, R. S. (2008). All immigrants are Mexicans, only blacks are minorities, but some of us are brave: Race, multiculturalism, and postcolonial studies in U.S. education. Journal of Curriculum Theorizing, 24(1), 32-46.

    Google Scholar 

  • D’Souza D. What’s So Great about America. Washington: Regnery Publishing; 2002.

    Google Scholar 

  • Ellsworth E. Why doesn’t this feel empowering? In: Luke C, Gore J, editors. Feminism and Critical Pedagogy. New York: Routledge; 1992. p. 90–119.

    Google Scholar 

  • Freire P. Pedagogy of the Oppressed. New York: Continuum; 1970.

    Google Scholar 

  • Giroux H. Border Crossing: Cultural Workers and the Politics of Education. New York: Routledge; 1992.

    Google Scholar 

  • Giroux H. Doing cultural studies: Youth and the challenges of pedagogy. Harvard Education Review. 1994a;64(3):278–308.

    Google Scholar 

  • Giroux H. Insurgent multiculturalism and the promise of pedagogy. In: Goldberg D, editor. Multiculturalism: A Critical Reader. Oxford: Blackwell; 1994b. p. 325–343.

    Google Scholar 

  • Giroux H. Fugitive Cultures: Race Violence and Youth. New York: Routledge; 1996.

    Google Scholar 

  • Greco-Larson S. Media and Minorities: The Politics of Race in News and Entertainment. Lanham, MD: Rowman & Littlefield Publishers, INC.; 2006.

    Google Scholar 

  • Hall S. The multi-cultural question. In: Hessen B, editor. Un/settled Multiculturalism: Diasporas, Entanglements, Transruptions. London: Zed Books; 2000. p. 209–241.

    Google Scholar 

  • Hargreaves A. Transforming knowledge: Blurring the boundaries between research, policy and practice. Educational Evaluation and Policy Analysis. 1996;18:105–122.

    Google Scholar 

  • Heer K, Mahoney D. Indo-Canadian teens and self-esteem. In: Fein AH, Mahoney D, editors. Overload and Collapse in the K-12 System: Essays by Educators on the edge. Lewistown, NY: Edwin Mellen Press; 2008. p. 115–132.

    Google Scholar 

  • Kanpol B. Postmodernism in education revisited: Similarities within differences and the democratic imaginary. Educational Theory. 1992;42(2):217–229.

    Article  Google Scholar 

  • Kanpol B. Multiculturalism and empathy: Border pedagogy of solidarity. In: Kanpol B, McLaren P, editors. Critical Multiculturalism: Uncommon Voices in a Common Struggle. Westport, CT: Greenwood Publishing Group; 1995. p. 177–196.

    Google Scholar 

  • Kellner, D., & Shore, J. (2005). Towards critical media literacy: Core concepts, debates, organizations, and policy. Discourse: Studies in Cultural Politics of Educations, 26(3), 369-386. Kincheloe, J. (2007). Critical pedagogy in the twenty-first century. In P. McLaren & J. Kincheloe (Eds.), Critical Pedagogy: Where Are We Now? (pp. 9-42). New York: Peter Lang. Kincheloe, J., & Steinberg, S. (1997). Changing Multiculturalism. Buckingham: Open University Press. Lorentz, T. (2001). The dharma and the west: Can Buddhism survive consumerism? Contemporary Buddhism, 2(2), 191-199.

    Google Scholar 

  • Macedo, D. (2007). Introduction: Deconstructing the corporate media/government nexus. In D. Macedo & S. Steinberg (Eds.), Media Literacy: A Reader (pp. xvii-xxx). New York: Peter Lang.

    Google Scholar 

  • Marbellastyle. (2008, April 26). Turban Legends. Retrieved August 8, 2008, fromhttp://marbellastyle.blogspot.com/2008/04/turban-legends.html

  • Marble M. Black America: Multicultural Democracy. Westfield, NJ: Open Media; 1992.

    Google Scholar 

  • McCarthy C. Multicultural discourses and curriculum reform: A critical perspective. Educational Theory. 1994;44(1):81–98.

    Article  Google Scholar 

  • Nayar, D., & Chadha, G. (Producers). Chadha G., Mayeda-Berges, P., & Bindra, G. (Writers). Chadha

    Google Scholar 

  • G. (Director). Bend It Like Beckham. UK: Fox Searchlights.

    Google Scholar 

  • Nieto S. Critical multicultural education and students’ perspectives. In: May S, editor. Critical Multiculturalism: Rethinking Multiculturalism and Antiracist Education. London: Falmer Press; 1999. p. 191–215.

    Google Scholar 

  • Parker, L., & Lynn, M. (2002). What’s race got to do with it? Critical race theory’s conflict with and connection to qualitative research methodology and epistemology. Qualitative Inquiry, 8(7), 7-22. Pentecost, J. (Producer), & Gabriel, M., Goldberg, E. (Director). (1995). Pocahontas. United States: Disney Studios.

    Google Scholar 

  • Pollard A, Maddock M, Simco N, Swaffield S, Warin J, Warwick P, editors. Reflective Teaching. 2nd ed. London: Continuum; 2005.

    Google Scholar 

  • Rattansi A. Racism, “postmodernism” and reflexive multiculturalism. In: May S, editor. Critical Multiculturalism: Rethinking Multiculturalism and Antiracist education. London: Falmer Press; 1999. p. 77–112.

    Google Scholar 

  • Ravitch D. The Language Police: How Pressure Groups Restrict What Students Learn. New York: Alfred Knopf; 2003.

    Google Scholar 

  • Said E. Orientalism. New York: Vintage; 1978.

    Google Scholar 

  • Semali L. The media curriculum and global values. In: Steinberg S, editor. Multicultural Conversations. New York: Peter Lang; 2005. p. 361–380.

    Google Scholar 

  • Singh M, Kenway J, Apple M. Globalizing education: Perspectives from above and below. In: Apple M, Kenway J, Singh M, editors. Globalizing Education: Policies, Pedagogies, and Politics. New York: Peter Lang; 2005. p. 1–30.

    Google Scholar 

  • Solorzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an

    Google Scholar 

  • analytical framework for education. Qualitative Inquiry, 8(23), 23-24.

    Google Scholar 

  • Stark, R. (Producer), & Sobieski, C. (Writer), & Nichols, M. (Director). (1982). Annie. United States: Columbia Tri Star.

    Google Scholar 

  • Steinberg, S. (2007a). Hollywood’s curriculum of Arabs and Muslims in two acts. In D. Macedo & S. Steinberg (Eds.), Media Literacy: A Reader (pp. 299-315). New York: Peter Lang. Steinberg, S. (2007b). Preface: Reading media critically. In D. Macedo & S. Steinberg (Eds.), Media Literacy: A Reader (pp. xiii-xvi). New York: Peter Lang.

    Google Scholar 

  • Steinberg, S., & Kincheloe, J. (2001). Setting the context for critical multi/interculturalism: The power blocs of class elitism, white supremacy, and patriarchy. In S. Steinberg (Ed.), Multicultural

    Google Scholar 

  • Conversations (pp. 3-31). New York: Peter Lang.

    Google Scholar 

  • Stephan WG, Finlay K. The role of empathy in improving intergroup relations. Journal of Social Issues. 1999;55(4):729–743.

    Article  Google Scholar 

  • Yasso TJ. Whose culture has capital? In: Dixon A, Rousseau C, editors. Critical Race Theory in Education: All God’s Children Got a Song. New York: Routledge; 2006. p. 167–190.

    Google Scholar 

Download references

Authors
  1. Kal Heer
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Handel Kashope Wright Michael Singh Richard Race

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Heer, K. (2012). Indian to Indian. In: Wright, H.K., Singh, M., Race, R. (eds) Precarious International Multicultural Education. Transgressions, vol 84. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-894-0_10

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation