Interactive Phases of Curricular and Personal Re-Vision with Regard to Race. Working Paper No. 219 [electronic resource] / Peggy McIntosh.
Most white, middle-class citizens see society from a monocultural perspective, a perspective that assumes, often unconsciously, that persons of all races are in the same cultural system together. This single-system form of seeing the world, is blind to its own cultural specificity. People who see pe...
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| Format: | Electronic eBook |
| Language: | English |
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1990.
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| Summary: | Most white, middle-class citizens see society from a monocultural perspective, a perspective that assumes, often unconsciously, that persons of all races are in the same cultural system together. This single-system form of seeing the world, is blind to its own cultural specificity. People who see persons of other races monoculturally cannot imagine the reality that those "others" think of themselves not in relation to the majority race but in terms of their own culturally specific identities. This paper presents an "interactive phase theory" with regard to race that is intended to reassess school curricula in terms of heightened levels of consciousness concerning race. In the context of U.S. history courses, five phases are presented: phase one: all-white history; phase two: exceptional minority individuals in U.S. history; phase three: minority issues, or minority groups as problems, anomalies, absences, or victims in U.S. history; phase four: the lives and cultures of people of color everywhere as history; and phase five: history redefined and reconstructed to include all people. (DB) |
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| Item Description: | ERIC Document Number: ED336310. Availability: Wellesley College, Center for Research on Women, Wellesley, MA 02181 ($4.00 plus postage). ERIC Note: For related documents, see ED 244 895 and ED 335 261-262. |
| Physical Description: | 21 p. |