Multicultural Education for Leadership
Collins, P. H. & Bilge, S. (2016). Intersectionality. Maiden, MA: Polity Press
Collins and Bilge wrote the book (2016) that focuses on intersectionality. The term can be used as a tool to understand the complexities of the world. According to the authors, individuals can grasp the concepts of gender, religion, race, class, status, social divisions, and ethnicity, among others, through intersectionality. In particular, Collins and Bilge (2016) indicate that intersectionality can be used in various avenues, including schools and outside academic platforms. It can involve a critical inquiry to understand how social phenomena occur based on different social contexts. Further, intersectionality can be used to reflect on the knowledge known based on experiences, also termed as praxis (Collins and Bilge, 2016). Critical inquiry and praxis can be used to disseminate occurrences such as social movement history, violence, and gender parity. Interestingly, the authors also dictate that intersectionality can be used both on local and international concepts (Collins and Bilge, 2016). For instance, ideas on identity –feminism, race, politics, and social facets-, neoliberalism and social protest can be assessed using intersectionality. In general, the term intersectionality is an educational tool that allows students to critically analyze occurrences and provide a justifiable reason for each existence.
Intersectionality correlates to multicultural education for leadership as it provides a tool based instrument that individuals can use to disseminate and comprehend how social constructs affect cohesion and teamwork in an organization. A critique of the text offers a holistic perspective on how social facets such as race, identity, feminism, and violence, among others, can be used as educational tenets from analysis to the reflection of why they occur (Collins and Bilge, 2016). Thus, intersectionality can be used in research on factors of race, identity, gender parity, feminism movement, and social differences in comprehending their synergistic functionalism with how companies thrive in a diverse community.
Minh-ha, T. (2010) Elsewhere Within Here: Immigration, Refugeeism, and the Boundary Event. New York: Routledge.
Min-ha (2010) provides an explorative view of how travel across borders is different for diverse people from tourists, immigrants, refugees, and foreigners. Specifically, the author focuses on both the pre-and-post-9/11 era. The critical concept discussed by Min-ha is on the complexities of immigration, the definition of home and exile (Min-ha, 2010). The idea of cultural meaning as experienced by all the travelers and how each perspective is different. Accordingly, Min-Ha presents the underlying factor of boundary- a key concept as well. Within all the characters, the boundary is observed from both materialistic and non-materialistic views and events, which endings pass into new beginnings (Min-ha, 2010). The theme of hybridity, as well as displacement, is emphasizing throughout the book. In particular, movement offers a view of how the tourist and the immigrants understand voyage and how each perceives the concept of re-siting of boundaries (Min-ha, 2010). In general, the reader comprehends the meaning of conceptualization both from an insider’s view and an outsider’s critique of how the tourist, immigrant, and foreigner.
Concerning multicultural education for leadership personnel, the concept of perception on how immigrants, foreigners, tourists, and refugees perceive the world, materialism, and boundaries can help understand differences in ideologies, beliefs, and personalities. Min-Ha’s book critically shows how all these characters differ in their outlook about life, their journey, and experiences (Min-ha, 2010). By appreciating how people perceive differences either from within or without, conceptualization by leadership can provide a sense of diversity inclusion and appreciation. Therefore, the concepts of hybridity and displacement can be used in research to understand how people of diverse backgrounds perceive the world from inter-personal and intra-personal standpoints.
Barker, M-J. & Scheele, J. (2016). Queer: A Graphic History. London: Icon Books.
The work by Barker and Scheele (2016) posits on the queer theory. The premise for the expounding of the theory is due to the different perceptions of sex and sexuality, especially in the western world. The first concept is defining queer, which, according to the authors, is an umbrella term based on social differences and issues, including homophobia, racism, and sexism (Barker and Scheele, 2016). Further, the theorists define the different forms of queer based on social context, for instance, the meaning of ‘gay.’ Barker and Scheele (2016) elaborate their understanding by analyzing other theorists, including Sigmund Freud and identity crisis theories such as Sartre’s homosexual theory, Kinsey theory on sexual diversity, and Bem’s theory on androgyny (Barker and Scheele, 2016). The confounding reason, according to the authors, is that the queer theory is a general compounding theory of the mentioned theories. Barker and Scheele (2016) define queer theory as an amalgamation of the ideologies of society on what has evolved to be the norm in the current world, such as sexuality and sex identities.
The queer theory relates to leadership personnel in multicultural education as it provides a theoretical explanation of how society’s differences can dictate how people are observed. Notably, sexual and sex identities explain how multicultural education for leadership personnel encompasses differences in gender and sexual orientation in the modern world. The text by Barker and Scheele (2016) presents a profound explanation of how theories such as Queer theory can be used to explain the acceptance or rejection of sexualities in the modern world. Borrowing content from other approaches, the reliability of the queer theory expounds on a wide range of issues. Thus, concepts of sexuality and sex differences in queer theory can be used in research to find empirical evidence in society’s outlook on abnormal and normal ideologies on these concepts and how they adapt to them.
Grande, S. (2015). Red Pedagogy: Native American Social and Political Thought (Tenth Anniversary Edition). New York: Rownman & Littlefield.
Sande (2015) provides a literature understanding of the parallelism on critical educational theory and issues relative to American Indian education. The concepts presented in the literature focus on critiquing the limitations of theorists on their philosophies regarding American Indian tribes and their relationship with larger demographic communities. The original idea by Sande (2015) elaborates on the lack of proper annunciation about American Indians and the difference in educational discourse. The concept of culturalism is dismally addressed in theoretical frameworks on American Indians (Sage, 2015). As such, the author indicates that to understand how American Indians perceive American education, theorists must take down the conceptual and analytical persistence in framing specific ideologies about American Indians and re-examine it from a cultural perspective. Similarly, Sande (2015) advocates for American Indian scholars to present their theories from a challenging view of their cognizance in understanding the difference in social and political opinions on both American Indian and westernized ideologies. The ideologies should encompass, according to Sande (2015), factors on sexuality, gender, religion, urbanization, and de-tribalization.
The concepts presented by Sande (2015) are aligned with multicultural education on leadership personnel with specificity to understanding how theories presented from one-perspective can jeopardize a society’s philosophies about a specific community, including the American Indians. Sande (2015) advises that information on American Indians has always been one-sided or entailed a one-story theme that depicted the community in a bad light. Therefore, the critique that Sande (2015) presents can be ideal in research regarding the missing link in stories told through one-sided theories and how the presentation of ideologies by the actual communities either differ or synchronize.
References
Barker, M-J. & Scheele, J. (2016). Queer: A Graphic History. London: Icon Books.
Collins, P. H. & Bilge, S. (2016). Intersectionality. Maiden, MA: Polity Press.
Grande, S. (2015). Red Pedagogy: Native American Social and Political Thought (Tenth Anniversary Edition). New York: Rownman & Littlefield.
Minh-ha, T. (2010) Elsewhere Within Here: Immigration, Refugeeism, and the Boundary Event. New York: Routledge.