Abstract:
The paper will discuss our research, development and implementation of a model of 'teaching through difference' for working with students' resistances to cultural diversity. Working in this area over a number of years it has been our experience and that of other educators in the field that there is often considerable resistance on the part of students to what is seen as an imposition of 'political correctness' in cultural diversity curriculums. Students often express a sense of resentment towards curriculum that gives 'special attention to' and 'privileges' the experiences of minority groups over those of the majority. In response to this we have developed a model of affinity group work around resistance to differences which is designed to both highlight and work with these resistances in the classroom. The model will be applied in teaching the subject "Cross Cultural Communication" in the Bachelor of Adult education at UWS Macarthur. Our research draws on theoretical work in relation to critical pedagogy (such as Giroux and McLaren), feminisms and post-structuralist theories (such as Ellsworth and Lather) and Australian work in the field of pedagogy and cultural diversity (such as Singh and Luke). The paper will highlight the experience of working with the model in the classroom and theoretical implications of this for pedagogical practices.