Critical Relativity: An Examination of Privileged Positions and Perspectives in the Teaching of English Language Arts

Abstract

This article is the exploration of a constructed theoretical position, situated in multicultural education issues and frameworks, that provides a way to question the assumptions that underpin language arts curricula and pedagogy. The theoretical perspective, critical relativity, invites critical interrogation of assumptions and impels multiple perspectives. This theoretical lens is applied to an examination of (a) what it means to read a text; (b) the literary canon and its fixed primacy of place; (c) the idea of literary universalities; (d) the 5-paragraph essay as writing template and privileged discourse pattern; (e) the concept/pedagogy of "basic skills"; and (f) notions of ability and intelligence that perpetuate differentiated curriculum. The author suggests that this theoretical frame will facilitate fundamental educational reform when hegemonic educational positions, perspectives, and practices are situated historically, culturally, socially, and politically-and then questioned critically.