Provenzo Chapter 10. Education and Dominated Cultures. Our nation has imperfectly championed ideas of freedom, democracy, equality. We are a nation that was founded on the conquest of native or indigenous people—and slavery has played a critical role in our historical experience.
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Provenzo Chapter 10
Education and Dominated Cultures
Our nation has imperfectly championed ideas of freedom, democracy, equality.
We are a nation that was founded on the conquest of native or indigenous people—and slavery has played a critical role in our historical experience.
We have assigned privilege and power to groups based on their origins, economic, power, and geography: whiteness and privilege have dominated our culture.
As teachers and border crossers it is essential that we understand the experience of dominated cultures; not to do so is a basic error that diminishes us not only in our work but also as a culture and society.
Privilege and oppression are not limited to those addressed in this discussion.
People conquered as part of European settlement of North America
People brought here as slaves
Colonized as part of the U.S. global expansion
Perceived as inferior by the dominant culture
Not provided equal rights
Taught by members of the dominant group
Language, traditions, and values are trivialized, considered inferior
Limited access to social and economic opportunities
Deculturalization:when the dominant culture strips away the culture of the dominated group
Segregation and isolation
Forced change of language
Curriculum reflects culture of dominant group
Textbooks reflect culture of dominant group
Dominated groups not allowed to express their culture and religion
Teachers from the dominant group
Colonized people are directed, they do not direct themselves
Methods used in educational settings
2 million people
About one percent of the U.S. population
7% in BIA schools
5% in private schools
88% in public schools
“To describe Native Americans with a single descriptive term is like describing Italians, Greeks, Norwegians, and Russians as Europeans.”
Speak at least 200 different languages.
Primary goals: “civilize” the savages and convert them to Christianity.
Booker T. Washington
Washington supported policy of accommodation.
Rejected idea of social equality between African Americans and whites.
African Americans “as separate as the fingers” from the white population
But, like the fingers on a hand, inevitably linked.
DuBois argued for the training of the “talented tenth” of the African American population
Serve in positions of leadership in education, the ministry, politics, and business.
According to DuBois, Washington’s ‘compromise’ threatened the political power of African Americans, their civil rights, and the possibility of higher education and its benefits.
1954 Brown V. Board of Education of Topeka:
The Mercator projection: