| This dissertation describes the complexities of the existence of multicultural individuals, those who conceptualize themselves as being authentic members of multiple and interlocking identity communities at the same time (e.g. race/ethnicity, gender, sexual orientation, religious traditions, geography, etc.). Multicultural people are called upon to make choices which are paradoxical and conflict with the complex ways in which they live and make meaning of the world. Such is due primarily to their various and often contradictory commitments and memberships, and as a result of experiencing oppression by a dominant group. As such, multicultural individuals resist monocultural epistemologies and dualistic dichotomies which suggest a universal or "right" or "wrong" application for meaning-making. Rather, they seek solutions which recognize and enhance the multiple cultures which they affirm.; In order to describe the conception of a multicultural self, this project focuses on the philosophical underpinnings of the African-American self, though it is argued that other oppressed identity/social groups also face the challenge of negotiating multiple worlds at the same time. Through the methodology of philosophical anthropology, the dissertation approaches the topic so as to explore the lived experiences of multicultural people. Thus, the historical evolution of the African-American self is considered, as well as the philosophical mechanisms which strive to reverse experiences which marginalize African-American individuals.; The dissertation considers these notions through the lens of pedagogical practice as offered by Lisa Delpit in Other People's Children. By teaching poor children and children of color the dominant discourse of power, it is shown how monocultural practices compromise the development of multicultural children. It is suggested that the development of curriculum and communities be conceptualized in such a way so as to better prepare multicultural students to traverse the terrain of schooling. Likewise, these conceptions create the possibility for developing fresh ways to encourage interlocking dialogues, as exemplified by Patricia Hill-Collins, which fosters both internal and external conversation with self and others. And finally, these points lead toward a conceptualization which encourages a robust, dialogical conception of the self that broadly denies the obstructive framing of identity and thought. |
