The Contridictions of Multicultural Rhetoric and Academic Privilege: The Teacher is Always Right
Abstract
International students from post-colonial countries who further their education in the United States come with disadvantages from their cultural backgrounds. Their contribution to learning is marred by their experience of colonization and their collectivist views of the world. "Imbyino Nyir 'urugo ateye niyo wikiriza." (Translation: The tune that the owner of the home starts is what you answer.) The host culture shapes scholarship based on Western traditions—precision, objectiveness, economy of style, etc.—that refute other cultural expressions and conceptualizations. A conversational model is used to disclose the privileges and oppressions that unfold in a professor/student relationship. The conversation reflects a desire for inclusiveness of multicultural scholarship at odds with long held practices of language hegemony and Western scholarship traditions.
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