Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 8 Review: Transforming the Curriculum: Teaching About Women of Color 1) What specific ethnic group is referred to by the term women of color? When did this phrase emerge and what purpose does it serve? The term arose in the 1970s gradually, and refers to African American women. This phrase came to be because many women who are not white were on a quest for racial and ethnic dignity, and they wanted to counter many stereotypes about their groups. This term connotes the term women with that of White women, whose experiences are much different from that of a woman of color. 2) How can a study of women of color help broaden our understanding of White women? Of women in general? Of White men, men of color? When studying women of color, we heighten our awareness of experiences of all women and men as well. This is because as we study the imbalance of power, we learn about the relationships between various groups. For example, lets take whats the standard beauty in America: blond, blue-eyed and skinny women are ideal. Quite often women of color have conversations about what is beautiful within their own group and in comparison to white women. Women of color are often reminded that they fail to live up to the ideal of beauty in these discussions. 3) In what ways, according to the authors, is ethnicity an important variable in womens lives? Give specific examples from this chapter for support. Ethnicity is important in womens lives for a few reasons. The first reason discussed is that it determines ones idea of beauty. White women consider blond and blue-eyed best, and women of color are left to compare themselves not only to that ideal but also to what is considered better within their own standards. Ethnicity will also change how a female connects to the idea of being oppressed. For example, white women can relate to women of color because they were (previously) oppressed, but find it difficult to separate themselves from the power of White men and the effects of said power. Essentially, white men and women share a privilege: white skin. Women of color on the other hand, are always seen as women of color. Oprah and Condoleeza Rice are both seen first as strong, powerful BLACK women and then later their individual traits are assessed. Women of color are often united simply for the sheer fact that theyre women of color. 4) How does racism, combined with sexism, influence the ways in which people view and respond to women of color? Generally speaking, out of the four possible matches based on sex and race (of men/women and white/black), a black female is considered the lowest ranking. In the past, women of color were both inferior to all men, but also to White women (because White women share in glory for lack of a better word of being white). This has created many common day stereotypes about women of color. According to the text on page 202, one stereotype is that African American women have a bestial sexuality and, as such, deserves or expects to be raped. Another stereotype listed in the Elizabeth Wood February 2013

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chapter is that women of color are often blamed if the family falls apart or is seen as a failure in the community, while in families with White mothers it is the individuals fault. What do the authors mean by transformation and a transformed curriculum? How does a transformed curriculum differ from a mainstream or balanced curriculum? Transformation, within this chapter, emphasizes the multiplicity of identities and allows us to view the many aspects of womens lives. While other words like mainstreaming, balancing, and integration are used interexchangeably, it is transformation that allows the idea that this is a pluralistic process and consequently allows the joining of womens studies and ethnic studies. A Transformed Curriculum is one that reflects all of us, egalitarian, communal, nonhierarchical, and pluralistic (pg. 202). In common words, this curriculum covers all kinds of groups and allows them to coexist together. The difference between a mainstream/balanced curriculum and a transformed one is that the mainstream and balanced simply add women into previously accepted and established information, while the transformation curriculum is creating a whole new kind of education that places equal emphasis on the experiences of all sexes, races, etc. How can content about women of color serve as a vehicle for transforming the school curriculum? By beginning with women of color, school curriculum will become transformed because (ideally) teachers will continue to add other topics. Eventually, men of color, White men, White women, class, race, ethnicity, and gender will all be covered. It can also serve as the first vehicle by analyzing women of colors connections to each of the aforementioned groups. Colored women to white women, colored women compared to White men, and so forth. The author lists nine heresies/assumptions about reality that differ fundamentally from dominant modes of thought and values. Why do they believe these heresies are essential when teaching about women of color? According to the authors, the heresies are important because they challenge and ultimately displace the ways in which Western minds order the world. Theyre important because these heresies stem from the experiences of people of color, the nature of their oppression, and the way the world operate. The authors state that teaching about women of color may spark resistance to the teacher, subject, or both. What examples of content do they describe that may evoke students resistance? Why, according to the authors, might students resist this content? What tips do the authors give teachers for handling student resistance? The examples the author give for inducing this kind of resistance include: 1) When learning about the Progressive Era (expansionism), students learn about Native American and Mexican women who dealt with horrible things during this time 2) Or how also during the previous time period, when Chinese men were treated pretty much as slave labor to build the railroad and how Chinese women were restricted from entering the country Elizabeth Wood February 2013

 Students resist the content because they begin to realize what was really happening, and not just the Hollywood-textbook hybrid version of history. Reasons vary and usually center around rage, anger, or shame that such atrocities happened to people like themselves. The authors give the following tips for handling student resistance in these situations: 1) The teacher must know the content 2) The teacher must be willing to FACILITATE the pressure-release sessions that will be needed 3) The teachers must never let the children lose sight of the vision these women had 4) The teachers should also point out White men and women who aided in changing the way our world view women of color

3) Ida Wells-Barnett, the African American woman who led an anti-lynching campaign and shedding light on what was happening to blacks

Elizabeth Wood February 2013