The Challenges and Benefits of a Multicultural Curriculum - Essay Example

The Challenges and Benefits of a Multicultural Curriculum Introduction Diversity is increasingly becoming a rule, rather than an exception in educational institutions across countries. Educators have observed and witnessed the challenges that migrant children or students from ethnic minorities are facing in school. In addition, the teachers are themselves gripped with difficulties in ensuring that these students receive ample and sufficient learning environment. One educational reform movement, multicultural education, aims to address the issues that arise from diverse populations in schools. “Multicultural education incorporates the idea that all students --- regardless of their gender, social class, and ethnic, racial, or cultural characteristics --- should have an equal opportunity to learn in school” (Banks & Banks, 2010, p. 3). Multicultural education calls for a comprehensive transformation of academic institutions, which include among others, the educational environment and the curriculum. Multicultural education as an international educational reform movement has attracted researchers, experts from different fields, and policy-makers. Immigration and the experiences of migrants are common across many first world nations, such as the United States, and the more affluent European Nations (Ramsey, Williams & Vold., 2003, p. 5). Research has shown that a more proactive stance in addressing the issues have significantly increased the performance level and achievement ratings of the migrant students in schools. Despite the challenges that are encountered in embracing the multicultural approach, the benefits are remarkable and exemplary which will be discussed in the succeeding sections of the paper. In discussing multicultural education, three terms are often used and easily confused: race, ethnicity and culture. Race is referred to the “biological and genetic traits that distinguish one among populations that have originated from different regions” (Ramsey, et al., 2003, p. 2). Historically, races have been classified according to three major groups --- Caucasoid, Negro and Mongloid (Ramsey, et al., 2003). Although there has been no scientific basis, racial categories are continuously defined by social, economic and political forces. In turn, the races influence the social status and life prospects of families and individuals. Ethnicity, on the other hand, refers to “primarily sociological or anthropological characteristics such as customs, religious practices, and language usage of a group of people with a shared ancestry or origin” (Quintana, 1998 cited in Ramse, et al., 2003, p. 3). Apart from shared cultural roots, ethnic groups are also distinguished by their shared physical characteristics and socioeconomic status. The third term that is often used with multicultural education is culture. Culture refers to the factors that affect the socialization process of an individual, which starts at childhood. It is defined by “many factors, such as national origin, gender, religion, occupation, geographic region, sexual orientation, generation abilities or disabilities, and leisure activities” (Ramsey, et al., 2003, p. 3). In reading literature, writers often use these terms specifically or interchangeably, and it may be worthwhile to examine how the terms are used. In this paper ethic/racial/cultural minorities will be used interchangeably to define groups of population that have been marginalised, and are specifically addressed by the topic of this paper. This paper specifically aims to answer the question: What are the challenges and benefits of multicultural curriculum? The paper is organised to present an understanding of multicultural education, and the role that multicultural curriculum plays in the attainment of the former’s goals and objectives. The next section, development and research of multicultural education, defines the objectives and principles behind the multicultural education approach. The section after provides information on the goals of multicultural education. The succeeding section, on the other hand, presents the different approaches employed in creating multicultural environment in school. The final section provides a discussion of the multicultural curriculum. It gives an overview of the features of the curriculum, and at the same time, discusses the benefits and challenges of implementing a multicultural curriculum. The Development and Research on Multicultural Education There are three features identified with multicultural education: “an idea or concept, an educational reform concept, and a process” (Banks & Banks, 2010, p. 3). The main idea behind the concept as stated by Banks & Banks (2010) is that certain characteristics of some students make them have better chances at learning in school compared to others who have different cultural backgrounds (p. 3). As an educational reform movement, it attempts to shift the paradigm of educational institutions, thus engaging them in meaningful activities that transcend social class, gender, ethnicity and cultural groups to provide equal educational opportunities for all students. As expressed by Lynch (1986), “It will be apparent that without education towards social cohesion society would disintegrate” (p. 10). The success of the Civil Rights movement in the 1960’s can be considered as the fire that ignited an educational response against discriminatory attitudes. Marginalised groups, feminists groups included, demanded that education take a more active role in eliminating discrimination. Research studies have indicated that revolutionizing the educational system will prove significantly different for students belonging to ethnic or cultural minorities. In 1974, Ramirez & Castañeda discovered that “Mexican American students who were socialised within traditional cultures also considered personalised and humanised knowledge more appealing than abstract knowledge” (Banks & Banks, 2010, p. 12). Thus, these students understood concepts more if they were presented in humanised or story format. Furthermore, a research conducted by Mercer (1973) revealed that majority of African American and Mexican American students were labelled as mentally retarded simply because the intelligence tests administered reflected only the ability and skills valued by core American culture (Banks & Banks, 2010, p. 13). Despite the wide acceptance of multiculturalism, research in multicultural education was found progressing at a slower pace in a study by Grant and Secada (1990): “Only twenty-three research studies in the pre-service and in-service area of teacher education” (Grant & Millar, 1992, p. 7). One of the barriers presented by Grant (1992) is that the “demographic characteristics of higher education faculties are not conducive to the development of research on multicultural education” (p. 8). The profile of a typical professor or lecturer is that of a white male, and thus may not have sufficient exposure to multiculturalism. Another hindrance is that the definition of multicultural education is not yet clearly presented. This is also perhaps one of the reasons why research grants have on multicultural education has been limited, and has not been given sufficient attention by policy makers. Another reason that has been found are academic ethnocentrism and elitism, wherein work submitted are often judged as poorly reflecting solid academic scholarship. Furthermore, scholars of colour suffer the prejudice of their peers. The research landscape at present has remarkably improved. In fact a journal entitled Multicultural Education has been in circulation which features research in multiculturalism at the education setting. Until now, researchers are still beset with challenges in reporting findings and gaining credibility of their work. Peter Foster (1990) for instance, have made critical analysis of qualitative research on racial injustice in the educational setting and have always come up with the conclusion that “the work fails to stand up to his scrutiny” (Gillborn, 2004, p. 50). These research studies have been accused of presenting biased data to fit the cases under scrutiny. While supporters of multicultural education research agree on “purist” researchers who assert that methodological considerations must be given serious attention, they argue that it is not right to conclude that there is no sufficient reason to believe that minority students are disadvantaged due to school-based practices and the actions of their teachers. There is however, a source of hope in a branch of education researchers who are pushing towards student-centred research. Proponents of this approach believe that “listening to what students have to say about their experiences and attending to their suggestions can result in a more critical conception of multicultural education” (Neito, 2004, p. 181). As students are the direct recipients of the programs, their active involvement and participation could prove beneficial in creating meaningful and engaging educational experiences. Research in the past has proven that racism exists in schools and yet teachers have been perceived as reluctant to discuss these issues in class (Nieto, 2004, p. 182). In addition, those studies which focus on the students’ views, according to Nieto (2004) revealed that students have a great deal to say about the teaching instruction that they experience. Research studies have specifically demonstrated the effect of not addressing the issues of diversity in schools properly. The research of Pallas, et al. (1999) revealed that the ‘factors that have been identified as placing students ‘at risk’ of failure have included minority group status, poverty, single-parent household, non-English background, and having a poorly educated mother” (Nieto, 2004, p. 189). Clearly, multicultural education is a significant venue to improve the academic performance, socio-cultural adjustment and inclusion of students from ethnic minorities. The Goals of Multicultural Education “Within the field of multicultural education exists the prospect of transformational learning” (Rikowski, 2010, p. 2) that Mezirow (1980’s) fought for. Transformative learning is defined as “the process of moving beyond factual knowledge to developing greater awareness (metacognition) through curriculum” (Rikowski, 2010, p. 2). It is this transformative power that facilitates the achievement of the goals of multicultural education as expressed by Banks (1999): “ (1) To increase the academic achievement of all students. (2) To aid students in developing a more positive attitude toward different cultural, racial, ethnic, and religious groups. (3) To assist students from victimized groups develop confidence in their academic ability and influence upon societal institutions. (4) To encourage all students to consider the perspectives of other groups” (Rikowski, 2010, p. 2). Approaches to Multicultural Education Multicultural education is a broad concept that is not merely satisfied with instigating content-based changes. Banks & Banks (2010) provides a framework which can serve as a guide in implementing multicultural education. The framework consists of four dimensions: “(1) content integration; (2) knowledge construction process; (3) prejudice reduction; (4) equity pedagogy; and (5) empowering school culture and social structure” (Banks & Banks, 2010, p. 20). This framework considers the school as a social system composed of different structures that must imbibe multiculturalism. The figure below (Banks & Banks, 2010, p. 24) presents the total school environment with factors that require transformation. Figure 1. The school as a social system The total school environment is a system consisting of a number of major identifiable variables and factors, such as school culture, school policy and politics, and the formalised curriculum and course of study. Any of these factors may be the focus of initial school reform, but changes must take place in each of them to create and sustain an effective multicultural school environment. Content integration refers to the extent that teachers use examples and content from different cultures and groups to present concepts, principles and theories in their subject areas. In some subject areas, there are sufficient opportunities to integrate ethnic and cultural content, such as in language arts, social studies and music. In some subjects however, like math and science, the opportunities for integration may be limited. “The infusion of ethnic and cultural content into the subject area should be logical, not contrived” (Banks & Banks, 2010, p. 20). Banks (1996) defines the knowledge construction process as “the extent to which teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it” (Banks & Banks, 2010, p. 20). For instance, students can evaluate the claims that African-American groups have lower abilities than the majority, and that this trait is inherited. Students can look into the assumptions of this premise, as well as the socio-political context of such findings. Prejudice reduction refers to the activities that teachers introduce in the classroom which promote racial sensitivity, appreciation of diversity and other positive attitude towards racial groups. Positive images about ethnic groups and the use of multicultural materials consistently and sequentially have been found, through the research of Bigler (1999) and Stephan & Vogt, to generate positive attitudes towards cultural diversity outside of the classroom and schools. Interaction with classmates from other races helps imbibe the notions of equality, respect, interdependence and cooperation (Banks & Banks, 2010, p. 21). Equity pedagogy means using different teaching styles to meet the diverse needs of the students. One example would be the use of differentiated instruction to cater to the different abilities of the students. Teachers can structure activities or reading materials that will stimulate the intellectual abilities of the children. American students, for instance, have been exposed to individualism, as compared to Asia and Latin American students who come from collectivists cultures. Reading materials may be assigned that will consider these cultural differences. The fourth dimension, empowering school culture and social structure involve reaching out to communities beyond the walls of the school. The most direct connections that the school can make would be through the parents. The main goal of the strategies in this dimension is to reach out to the entire community and let them experience the kind of understanding and warmth that is nurtured inside the school. One of the initial steps that may be taken to ensure that the different systems of the school will take on a multicultural perspective is the development of a multicultural curriculum. The succeeding section provides a discussion on the benefits and challenges of a multicultural curriculum. Towards a Multicultural Curriculum: Benefits and Challenges Adopting a multicultural curriculum has been found to positively affect the performance and attitudes towards diversity among students in general. Furthermore, Smith (1997) found that “comprehensive institutional change in teaching methods, curriculum, and campus climate benefit both minority and majority students, especially majority students who have had less opportunity for such development” (Ukpokodo, 2010, p. 27). It has been found to “boost the academic relevance of the curriculum for students of colour and also improve the attitudes towards and relations between ethnic groups and create valuable learning experiences for all” (Zirkel & Cantor, ____, p. 7). Engaging students in a multicultural curriculum allows them an opportunity to interact with diverse perspectives and deeper cognitive development. Transformation into a multicultural curriculum is both an academic and social responsibility. As reiterated by Scott (1994), “We have an academic responsibility and a moral obligation to provide students with an inclusive education that will enable them to deal with the contingencies of living in a diverse world” (cited in Ukpokodo, 2010, p. 29). Students attending a multicultural environment are becoming more engaged in the teaching process, and more eager to learn. Moreover, the teachers themselves have reported improvements in student evaluation and increased overall job satisfaction. When students leave the confines of the school upon graduation, they are quick to realise that the world is becoming more connected, and the work places that they will encounter colleagues of multiple ethnic backgrounds. A multicultural curriculum in school helps to equip the students with skills and attitudes in dealing with cultural nuances that people of different races imbibe. Unless otherwise equipped to do so, s/he may prove the transition to multicultural work place stressful, and may become the source of trouble. On the other side of the story, a multicultural curriculum prepares minority students to face the real world, and gives them an opportunity to encounter in structured environment individuals from the majority group. Only when the curriculum has achieved this, will it have better chances of being translated into social equity and justice in the larger community. Despite the established advantages of a multicultural curriculum research suggests that “ancestry, resist diversity curriculum infusion because of their oppositional and philosophical ideology” (Ukpokodo, 2010, p. 29). Grant (1994) points out that resistance against a multicultural curriculum are borne out of the following misconceptions: “1) it is for “minority” students only, so if you don’t have minority students, don’t infuse diversity; (2) it only applies to the arts and humanities and not to mathematics and the “hard sciences; and (3) it waters down knowledge and is poor scholarship” (cited in Ukpokodo, 2010, p. 29). In addition, groups arguing against multicultural education are questioning the legitimacy of curriculum transformation, implying that Western dominance in schools is a myth. In response, proponents of curriculum transformation emphasise that a curriculum must reflect the realities of society, and thus increasingly diverse societies call for multicultural curriculum (Ukpokodo, 2010, p. 29). Politicising is another issue that critics of curriculum transformation are highlighting. According to a group of conservative educators, “a diversified curriculum that integrates issues of race, gender, sexual orientation, and class does not promote unity in diversity, and instead, makes the curriculum vulnerable to a variety of social agendas that politicizes it” (Ravitch, 1990; Finn, 1990 cited in Ukpokodo, 2010, p. 29). Furthermore, they believe that a multicultural curriculum is not scholarship worthy and is only intended to make the minority students feel good, a goal which is not considered academic. They reason that a legitimate curriculum must emphasise the superior civilisations, and the success of Europe in influencing the rest of the world (Ukpokodo, 2010, p. 29). The presence of faculty members with such mindset is common, and one of the strongest barriers to implementation of a multicultural curriculum. Aside from this, there is still a need to equip teachers with skills, and transform their attitudes towards multicultural education. There has been a demand for faculty members of colour who will know better how to serve minority students and can initially “gain the trust” of these students. A complete overhaul of the school system however, is required for a multicultural education to flourish. This is a daunting task for school leaders and administrators, but certainly not impossible. References: Banks, J.A., 2010. Multicultural education: Characteristics and goals. In J.A. Banks & C.A. McGee Banks, eds. Multicultural education: Issues and perspectives. 7th edition. Hoboken, NJ: John Wiley & Sons, Inc. Ch. 1. Grant, C.A., & Millar, S., 1992. Research and multicultural education: barriers, needs and boundaries. In C.A. Grant, ed. Research and multicultural education: From the margins to the mainstream. London, GB: The Falmer Press. Ch. 1. Gillborn, D., 2004. Anti-racism: From policy to practice. In G. Ladson-Billings, G. & D. Gillborn, eds. The RoutledgeFalmer reader in multicultural education. Oxon, OX: RoutledgeFalmer. Ch. 3. Lynch, J., 1986. Multicultural education: principles and practice. London, England: Routledge & Kegan Paul plc. Nieto, S., 2004. Critical multicultural education and students’ perspectives. In G. Ladson-Billings, G. & D. Gillborn, eds. The RoutledgeFalmer reader in multicultural education. Oxon, OX: RoutledgeFalmer. Ch. 11. Ramsey, P.G., Williams, L.R., & Vold, E.B., 2003. Multicultural education: A source book. 2nd edition. London, GB: RoutledgeFalmer. Riskowski, J.L., 2010. Student views of diversity: A multicultural mathematics activity: Viewing transformation during the middle school years. Multicultural education, [Online]. Available at http:www.proquest.com [Accessed 28 July 2010]. Ukpokodu, O. N., 2010. How a sustainable campus-wide diversity curriculum fosters academic success. Multicultural education, [Online]. Available at http:www.proquest.com [Accessed 28 July 2010]. Zirkel, S. & Cantor, N., 2004. 50 years after Brown v. Board of education: The promise and challenge of multicultural education. Journal of Social Issues, 60(1), pp. 1-15. Read More