Deculturalization and the struggle for equality

“Deculturalization and the Struggle for Equity” is a succinct history of Anglo American attitudes and school policies regarding racial inequality and cultural assimilation. Examining a variety of examples from pre-war America to the present day, the book traces the development of a new set of ideas and values specific to the United States in the years after the Second World War. Examining a variety of primary sources from the nation's past, ranging from slave plantations to academic institutions, this book traces the historical development of a new set of ideas and values specific to the United States and provides new ways of understanding American race and cultural diversity. Examining a variety of examples from pre-war America to the present day, this book traces the historical development of a new set of ideas and values specific to the United States and provides new ways of understanding American race and cultural diversity. “Deculturalization and the Struggle for Equity” offer an original perspective on American race and cultural diversity.

Deculturalization and the Struggle for Equality: A Brief History – deculturalization and the struggle for equalityx

The author begins the book by interviewing several key figures, first African American and then white. These interviews provide insights into the emotions, the politics and the philosophy that drove the two main camps of thought. The book then follows these discussions through the history of the civil rights movement, deculturalization and the creation of a separate identity for Americans of European descent. The author examines how deculturalization and the formation of separate identities affected the lives of these two key figures. The author also examines how these identities were related to the creation of a unique American culture, what the consequences of these actions were, and how these effects continue to affect our country today.

Throughout “Decculturalization and the Struggle for Equity” the author repeatedly links the issue of race with the history of American social construction. She maintains that deculturalization was intimately tied to the history of American racial and cultural identity building. The author contends that this history of social constructionism resulted in the unique identities we know as US citizens. Deculturalization impacted not only the thoughts and beliefs of these two major identity builders, but also impacted their personal lives and their educational practices related to race and ethnicity.

The author maintains that this history of social construction resulted in two separate and unequal societies. The first society was formed by the creation of a hierarchy of whites and blacks in postbellum America. This was an order of exclusion based on ancestry, skin color, occupation, gender, religion and other distinctions. The second society was formed by the creation of an ordered hierarchy of blacks and whites based on occupation, skin color, gender, religion and other distinctions.

Deculturalization And the Struggle for Equality: A Brief History – deculturalization and the struggle for equality

The author maintains that these two societies are still structuring themselves as they attempt to govern their unequal relationships through their educational practices related to race and ethnicity. These practices are geared at maintaining the inequality created in the first society, while also attempting to control and regulate the unequal relationships created in the second society. Decorative mirrors reflect the differences between the two societies, but are also used to reinforce the differences between them. This is done through intentional practices such as placement of mirrors that reflect differences between the two societies, but are also structured to maintain the unequal nature of the structure. This reflects the historical purpose of demoralization and of mirrors that separated people into groups and created the two distinct societies.

However, decocalization was not successful in excluding those who fell outside of either society. In fact, the more comprehensive and intentional ways of incorporating mirrors into one's life showed how deeply the desire for identity construction and fitting in affected a person's entire identity and sense of self. The more inclusive form of decocalization is represented by curricular programs and universities that require one to participate in a program based on their identity. This way, students learn to identify with others and to develop solidarity by relating with those who are different from themselves in terms of culture, language, or history.

This same type of conscious reflection is practiced by many today. For instance, some colleges and universities require students to complete a social justice or cultural awareness education. At the same time, television stations, websites, and schools make it necessary for students to view representations of other cultures through representation in print, audio, video, or visual forms. All of this is meant to create a sense of empathy for those who are considered other than white, cisgendered, and able-bodied, which is indicative of the important elements of demoralization and its necessity as a tactic for combating racism and sexism in education.

Universities all over the world have made the commitment to equity, fairness, and accuracy when it comes to the representation of people and other forms of diversity in education. If decocalization in education is to be effective, it must be taken seriously. It must not be used as an excuse to exclude those who would need help the most by virtue of their difference in race, ethnicity, gender, sexual orientation, or disability. Instead, it should be seen as a tool that can actually promote change, promote equity, and help us realize that all persons are created equal.