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PART IV: PERSONAL PERSPECTIVE

Learning to Love the Questions: Spirituality and the Practice of a Multicultural Teacher Educator

Pages 103-106 | Published online: 21 May 2010
 

Notes

1I borrow this phrase from the title of CitationAhlquist’s (1991) article because it captures so well the inherent paradox in the multicultural teacher education classroom of wielding power to dismantle power.

2This tradition is one of heresy in that Unitarians and Universalists believe in the choice, not imposition, of faith. In fact, “heresy” is the Greek word for “choice.” For information about UUsim, see http://www.uua.org.

3It feels dangerous making this statement when academic freedom is under fire by conservative stakeholders intent on rooting out liberalism in the university, but I think the tension I (we?) feel between the content of multicultural education—for me, this is the bivalent goal of representing subjugated perspectives and, in doing so, working towards redistributing social, cultural, economic, political, resources (CitationFraser and Honneth, 2003)—and student “freedom” in multicultural education classes is important enough that, as a profession, we should be engaging in honest dialogue about our (precarious) positioning.

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