•  1
    The Hypothesis of Incommensurability and Multicultural Education
    Philosophy of Education 43 (2): 203-221. 2009.
    This article describes the logical and rhetorical grounds for a multicultural pedagogy that teaches students the knowledge and skills needed to interact creatively in the public realm betwixt and between cultures. I begin by discussing the notion of incommensurability. I contend that this hypothesis was intended to perform a particular rhetorical task and that the assumption that it is descriptive of a condition to which intercultural interactions are necessarily subjected is an unwarranted exte…Read more
  •  41
    Initiation, not Indoctrination: Confronting the grotesque in cultural education
    Educational Philosophy and Theory 43 (7): 706-723. 2011.
    The goal of this article is to differentiate initiation from indoctrination, and to return a positive significance to the notion of initiation, as a pedagogy that contributes not only to the perpetuation of a particular form of life or community, but that provides the next generation with means to advance that knowledge beyond its existing boundaries. When we conflate the terms ‘initiation’ and ‘indoctrination’ or only mark a minor difference between the two, we lose meaning. The explanatory and…Read more
  •  26
    The course of “culture” in multiculturalism
    Educational Theory 58 (3): 321-342. 2008.
    In this essay Tim McDonough analyzes a number of different positions within the ongoing discussion on multicultural education in order to provide a conceptual map of the development of the term “culture.” His examination of the discourse begins with liberal multiculturalism; moves through the stages of difference, critical, and poststructural multiculturalism; and ends with what he terms “transfigurative multiculturalism.” McDonough describes how a conception of culture as a field of collective …Read more
  •  9
    The hypothesis of incommensurability and multicultural education
    Journal of Philosophy of Education 43 (2): 203-221. 2009.
    This article describes the logical and rhetorical grounds for a multicultural pedagogy that teaches students the knowledge and skills needed to interact creatively in the public realm betwixt and between cultures. I begin by discussing the notion of incommensurability. I contend that this hypothesis was intended to perform a particular rhetorical task and that the assumption that it is descriptive of a condition to which intercultural interactions are necessarily subjected is an unwarranted exte…Read more