Reconceptualizing Multicultural Discourse as Shifting Geographies

Abstract

The authors come together as student and instructor to explore the limitations of learning and teaching multicultural practice in Child and Youth Care. Specifically, they posit that models available to undergraduate students are limited in their foci on norm-centric orientation and static singularity. In response, they conceptualize a post-multicultural pedagogy as geography, whose maps and territories are to be contested.

KEYWORDS:

• child and youth care curriculum
• decolonizing
• mapping
• normativity
• pedagogy

Notes

For those unfamiliar, Wooldridge (1996) defines palimpsest as “a text written over an earlier text that was erased, with a few traces showing” (p. 154).

For more information see: http://www.cbc.ca/news/canada/story/2012/08/17/pol-cp-100-dollar-bills-asian-scientist-image.html.