Education & the Politics of Difference: Select Canadian by Ratna Ghosh, Ali A. Abdi

By Ratna Ghosh, Ali A. Abdi

This publication tackles the function schooling can play within the peaceable and efficient globalization of distinction. The authors concentrate on how the politics of distinction impacts and is encouraged via academic courses, and provisions in Canadian, and in different components of the realm. Dr. Ghosh and Dr. Abdi speak about theories of information, and think about how those outline and signify new and proven notions, practices of education, and social improvement.

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Finally, the creative function of difference needs to be recognized so that it can become the strength necessary for interdependence: “Difference is that raw and powerful connection from which our personal power is forged” (Lorde, , p. ). Children’s experiences and identities are constructed in relation to their gender, class, and race, as well as their ethnicity (which is mediated by culture) and their location in history. For example, children of immigrant parents are not what their parents are or were because of their positional identities in history and culture.

Dominant group responses to differences may vary in several ways, including silence, guilt, and fear. It is the refusal to recognize the effects of distorted connotations given to  EDUCATION AND THE POLITICS OF DIFFERENCE differences, therefore, that has to cease (see Hartman, ). As such, Stuart Hall would still be right: Identities are a matter of “becoming” as well as of “being” .... Far from being eternally fixed in some essentialised past, they are subject to the continuous “play” of history, culture and power ....

For example, children of immigrant parents are not what their parents are or were because of their positional identities in history and culture. The question, then, is how educators can facilitate students’ attempts at making sense of the self and the other in the process of empowerment. The differences in cultural content of children result in differences in communication and interaction styles, as well as cognitive and learning styles. This makes it necessary for the teacher, as mediator in the education process, to develop a knowledge base on which to build understanding.

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