Education and Diversity: Framing the Issues
In Teaching for Diversity in Canadian Schools, Egbo describes fundamental concepts such as identity and diversity etc. Theoretical perspectives are discussed and school as a social institution responsible for affecting individual and systemic identity through portraying and perpetuating dominant ideologies is examined. Egbo invites analysis of relationships between education and diversity.
Institutional racism as a consequence of unintentionally perpetuating the dominant ideology through the hidden curriculum is distressing. We are easily able to comprehend and detect racism which manifests as overt bigotry or xenophobic behaviour in a given educator. What is more difficult is to consider the lengths to which racism has been made invisible to its participants; to consider that, despite good intentions, I myself may be party to the perpetuation of racist attitudes through the institution.
I am privileged. I have been exposed to education, experiences, and role models who have consistently perpetuated dominant ideals and shaped my beliefs of appropriate behaviour and communication. I am progressive, liberal, and promote equality yet I have succumbed to certain dominant ideals- without even knowing it.
For this reason, deconstructing the hidden curriculum is a challenge as it is deconstructing my identity (or parts thereof). For instance: language and grammatical process. That is, my notion of ‘proper’ grammar versus subcultural/ non-mainstream slang. Through promoting the dominant use of grammar we simultaneously oppress cultures and subcultures with varying beliefs. To not conform to the accepted standard in the dominant society is to be unlikely to rise in business or succeed in our society.
How can we challenge institutional racism as a consequence of unintentionally perpetuating the dominant ideology through the hidden curriculum?
Works Cited
Egbo, B. (2009). Teaching for Diversity in canadian schools. Toronto: Peason. (P.p.1-31).
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