The Curriculum as Cultures in Conflict: Exploring Monocultural and Multicultural Ideologies through the Case of Bilingual Education

Abstract

Curriculum contentions are cultural struggles. As an illustration, we examine contention surrounding which and how languages are taught in the curriculum. We (the authors) locate this struggle within our positionalities, as a departure for ouranalysis of competing ideologies surrounding language and curriculum. We use a dialogical methodology to examine tensions between monocultural and multicultural ideologies. An imaginary dialogue between us, Hirsch, and Bakhtin provides an illustration. Based upon the struggles located in the bodies of the authors and the imaginary dialogue of two cultural theorists, we conclude that a monological curriculum represents the domination of one cultural group over others rather than the pedagogical and social rationales provided by opponents of multilingual education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.