{'fraction_non_alphanumeric': 0.01855533465871438, 'fraction_numerical': 0.0026507620941020544, 'mean_word_length': 5.2139917695473255, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The enstranged self: recovering some grounds for pluralism in education

For something approaching 50 years, multicultural education has been accepted as an educational, social and moral good by liberal educators. Its instantiation in the practices of education has, in various ways, largely depended on a series of strategies for making the other (the stranger) familiar within the majority culture. This essay suggests that such a cultural and pedagogical focus on the other may be a mistake. Drawing on literary cultures that span both time and space it demonstrates how a more original, radical and effective pedagogy of pluralism and multiculturalism might be grounded on a very different set of ideas about the self than those that have come to dominate education over the last 50 years. The first section argues for the re‐habilitation of the notion of enstrangement, which has, since the early part of the nineteenth century, been displaced by the much more aggressive and alienating (Marxian and post‐Marxian) notion of estrangement. This forms the ground for re‐thinking our relationship to the self and the other and thus to the other and the world. The second section looks specifically at how we are enstranged onto‐psychologically, epistemically and culturally and the implications of these forms of enstrangement for education. The third part concentrates on how a pedagogy of enstrangement can constructively open up new possibilities in, and for, multicultural education as a moral endeavour.