Problematizing diversity in American education: language and curriculum as catalysts for change

Huseman, Nathan Lee, author
Coke, Pamela K., advisor
Reid, Louann, committee member
Lucero, Rodrick S., committee member
Journal Title
Journal ISSN
Volume Title
Diversity in American education is problematic. The language that both defines and exemplifies diversity is unclear, which produces competing definitions of diversity. As a result, diversity in American education is constructed as a composite of differences between student groups, which include: race, class, language, socio-economic status, and [homo] sexuality. The language, then, promotes pacification with education in the form of sloganizing and tolerance. In addition, diversified curricular pursuits focus on further pacification in the form of recognition and hospitality. For these reasons, I argue that education must move away from diversity as a concept within education, and move toward an inclusive model of education. In order to do so, American education must look at constructing a model based on dialogue and equality, action and transformation. I further argue that language and curriculum are the catalysts for change, and offer possibilities for change within education related to each.
2011 Summer.
Includes bibliographical references.
Rights Access
American education
Associated Publications