© 2009 mcgraw-hill higher education. all rights reserved. chapter 2 multicultural education:...

© 2009 McGraw-Hill Higher Education. All rights reserved.

Chapter 2Chapter 2

Multicultural Education: Multicultural Education: Historical and Historical and

Theoretical PerspectivesTheoretical Perspectives

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Historical Perspectives on Historical Perspectives on PluralismPluralism

We have been different from the beginning.We have been different from the beginning.– European immigrants met highly developed European immigrants met highly developed

civilizations already here.civilizations already here.– English culture became dominant because of a English culture became dominant because of a

slightly more tolerant attitude and their own need for slightly more tolerant attitude and their own need for religious freedom.religious freedom.

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Industrialization: Immigration Industrialization: Immigration and Religious Pluralismand Religious Pluralism

The first type of difference to influence schooling The first type of difference to influence schooling was economic (social class).was economic (social class).– The common school was largely a response to The common school was largely a response to

differences between rich and poor.differences between rich and poor.

As the industrial revolution grew and spread, As the industrial revolution grew and spread, new immigrants from Europe brought new immigrants from Europe brought Catholicism—and thus, religious difference—into Catholicism—and thus, religious difference—into a largely Protestant country. As a result, battles a largely Protestant country. As a result, battles were waged not around race or ethnicity, but were waged not around race or ethnicity, but around the issue of religion.around the issue of religion.

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The Civil War: Freedmen’s The Civil War: Freedmen’s Schools and the Issue of RaceSchools and the Issue of Race

Race became important to schooling after the Race became important to schooling after the Civil War.Civil War.

The Freedmen’s Bureau established schools for The Freedmen’s Bureau established schools for blacks in the South, a process that was blacks in the South, a process that was characterized by the same kind of violence as characterized by the same kind of violence as had characterized the development of Catholic had characterized the development of Catholic schools in the North.schools in the North.

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Segregation and the LawSegregation and the Law

Black children remained in segregated schools Black children remained in segregated schools that were both underfunded and often open only that were both underfunded and often open only part of the year.part of the year.

In 1896, the Supreme Court ruled in Plessy v. In 1896, the Supreme Court ruled in Plessy v. Ferguson that “separate but equal” schools for Ferguson that “separate but equal” schools for blacks and whites was constitutional.blacks and whites was constitutional.

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The Civil Rights Movement and The Civil Rights Movement and the Schoolsthe Schools

Beginning with Brown v. Board of Education in Beginning with Brown v. Board of Education in 1954, the Civil Rights Movement gained 1954, the Civil Rights Movement gained momentum during the 1960s and 1970s, momentum during the 1960s and 1970s, resulting in antidiscrimination laws involving not resulting in antidiscrimination laws involving not only race, but also differences in language, only race, but also differences in language, gender, and disability.gender, and disability.

In education, the chief concerns were access to In education, the chief concerns were access to and equity in to public education.and equity in to public education.

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Historical Perspectives on Historical Perspectives on Multicultural EducationMulticultural Education

In the history of public schooling two approaches In the history of public schooling two approaches to difference, based on two different ideologies, to difference, based on two different ideologies, have been utilized:have been utilized:– Anglo-conformity, or the assimilationist modelAnglo-conformity, or the assimilationist model– Multiculturalism, or the pluralist modelMulticulturalism, or the pluralist model

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Anglo-Conformity, or the Anglo-Conformity, or the Assimilationist ModelAssimilationist Model

From 1860–1920, 37 million immigrants became From 1860–1920, 37 million immigrants became naturalized citizens.naturalized citizens.

An important task of schooling was thought to be An important task of schooling was thought to be turning these new citizens into “Americans” as turning these new citizens into “Americans” as quickly as possible.quickly as possible.

Assimilationists believed that one’s identification Assimilationists believed that one’s identification with one’s ethnic group should be short-lived with one’s ethnic group should be short-lived and temporary.and temporary.

cont.cont.

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Assimilationists believed that in order for society Assimilationists believed that in order for society to advance, individuals must give up their ethnic to advance, individuals must give up their ethnic identities, languages, and ideologies in favor of identities, languages, and ideologies in favor of the norms and values of the larger, national the norms and values of the larger, national society.society.

The goal for assimilationists is to make it The goal for assimilationists is to make it possible for everyone to be “melted” into a possible for everyone to be “melted” into a homogeneous whole.homogeneous whole.

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The “Model” of American The “Model” of American CultureCulture

““Real” Americans are:Real” Americans are:– Mostly white, mostly middle class (or trying to be)Mostly white, mostly middle class (or trying to be)– Mostly Protestant but sometimes CatholicMostly Protestant but sometimes Catholic– HeterosexualHeterosexual– Work hard, eat well, stand on their own two feet, Work hard, eat well, stand on their own two feet,

expect their children to behave themselvesexpect their children to behave themselves– Wash themselves a good deal and generally try to Wash themselves a good deal and generally try to

smell “good”smell “good”– Patriotic, charitable (as long as those receiving the Patriotic, charitable (as long as those receiving the

charity try to “shape up”)charity try to “shape up”)– Believe in “good, old fashioned, common sense” not Believe in “good, old fashioned, common sense” not

what is written in books by educated peoplewhat is written in books by educated people

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The Importance of Schooling in The Importance of Schooling in Producing “Real” AmericansProducing “Real” Americans

Those who do not “fit” the dominant model of Those who do not “fit” the dominant model of “American” must be encouraged, or forced, to “American” must be encouraged, or forced, to reflect these characteristics, because such reflect these characteristics, because such differences make them dangerous to the differences make them dangerous to the maintenance of America as it is “supposed” maintenance of America as it is “supposed” to be.to be.

cont.cont.

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The schools are the chosen institution to take on The schools are the chosen institution to take on the task of making children who are culturally the task of making children who are culturally different into “American” children, that is to teach different into “American” children, that is to teach them the proper way to behave, think, and value them the proper way to behave, think, and value so they will fit harmoniously into the so they will fit harmoniously into the monoculturalist’s culture.monoculturalist’s culture.

Large urban school districts formed separate Large urban school districts formed separate classes or repositories for “unrulies” and for classes or repositories for “unrulies” and for “backward” or “dull” students because they did “backward” or “dull” students because they did not “fit.” Special education emerged as a not “fit.” Special education emerged as a separate system within the public schools.separate system within the public schools.

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Multiculturalism, or the Pluralist Multiculturalism, or the Pluralist Ideology Ideology

In contrast to the assimilationist ideology, a In contrast to the assimilationist ideology, a small group of philosophers and writers came small group of philosophers and writers came forward with the notions of cultural pluralism and forward with the notions of cultural pluralism and cultural democracy.cultural democracy.

Pluralists assert that immigrant groups (and, by Pluralists assert that immigrant groups (and, by extension, all identity groups) are entitled to extension, all identity groups) are entitled to maintain their distinctions within the larger maintain their distinctions within the larger American society.American society.

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Pluralist AssumptionsPluralist Assumptions

One’s social groups are essential to one’s sense One’s social groups are essential to one’s sense of belonging and psychological support.of belonging and psychological support.

It is through one’s primary groups that one It is through one’s primary groups that one learns language, as well as attitudes and values.learns language, as well as attitudes and values.

These groups are so important that their These groups are so important that their interests should be promoted and recognized.interests should be promoted and recognized.

The schools are the chosen institution to take on The schools are the chosen institution to take on this task. this task.

Pluralists believe that the more congruent the Pluralists believe that the more congruent the school experience is with the experiences of the school experience is with the experiences of the child, the better the child’s chance of success.child, the better the child’s chance of success.

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Legislative and Judicial Legislative and Judicial LandmarksLandmarks

A number of legislative and judicial landmarks A number of legislative and judicial landmarks have addressed issues of access and equity in have addressed issues of access and equity in terms of:terms of:– Issues of raceIssues of race– Issues of religionIssues of religion– Issues of languageIssues of language– Issues of genderIssues of gender– Issues of disabilityIssues of disability– Issues of social classIssues of social class

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Issues of RaceIssues of Race

Plessy v. Ferguson (1896)–“separate but equal Plessy v. Ferguson (1896)–“separate but equal schooling” is constitutionalschooling” is constitutional

Brown v. Board of Education (1954)– “separate Brown v. Board of Education (1954)– “separate schooling is inherently unequal, and therefore, schooling is inherently unequal, and therefore, unconstitutional”unconstitutional”

Brown v. Board of Education II (1955)– schools Brown v. Board of Education II (1955)– schools must desegregate with “all deliberate speed”must desegregate with “all deliberate speed”

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Implementing Brown v. BoardImplementing Brown v. Board

Green v. School Board of New Kent County Green v. School Board of New Kent County (1968)—“freedom of choice” plans could not be (1968)—“freedom of choice” plans could not be used to avoid desegregationused to avoid desegregation

Swann v. Charlotte-Mecklenburg Board of Swann v. Charlotte-Mecklenburg Board of Education (1971)—authorized mandatory busingEducation (1971)—authorized mandatory busing

Milliken v. Bradley I and II (1973, 1977)—Detroit Milliken v. Bradley I and II (1973, 1977)—Detroit schools not allowed to mandate cross-district schools not allowed to mandate cross-district busing (usually thought to be the beginning of busing (usually thought to be the beginning of the end of busing as a strategy for the end of busing as a strategy for desegregation)desegregation)

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Issues of ReligionIssues of Religion

Pierce v. Society of Sisters (1925)— legitimized Pierce v. Society of Sisters (1925)— legitimized parochial and other private schoolsparochial and other private schools

Engle v. Vitale (1962)—mandatory prayer Engle v. Vitale (1962)—mandatory prayer violates separation of church and stateviolates separation of church and state

Abington School District v. Schempp (1963)—Abington School District v. Schempp (1963)—public schools cannot begin the day with public schools cannot begin the day with required prayer or Bible readingrequired prayer or Bible reading

cont.cont.

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Epperson v. State of Arkansas (1968)— schools Epperson v. State of Arkansas (1968)— schools cannot ban the teaching of evolutioncannot ban the teaching of evolution

Edwards v. Aguillard (1987)—no state can Edwards v. Aguillard (1987)—no state can require that the Biblical version of creation be require that the Biblical version of creation be taughttaught

Board of Education of Westside Community Board of Education of Westside Community Schools v. Mergens (1990)—students may Schools v. Mergens (1990)—students may organize and participate in Christian clubs that organize and participate in Christian clubs that meet before or after school hoursmeet before or after school hours

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Issues of LanguageIssues of Language

Bilingual Education Act (1968)—provided Bilingual Education Act (1968)—provided funding for bilingual education programsfunding for bilingual education programs

Diana v. State Board of Education (1968)— tests Diana v. State Board of Education (1968)— tests for eligibility for special education services must for eligibility for special education services must be given in the dominant language of the be given in the dominant language of the studentstudent

Lau v. Nichols (1974)—affirmative steps must be Lau v. Nichols (1974)—affirmative steps must be taken by a school district to rectify language taken by a school district to rectify language deficienciesdeficiencies

cont.cont.

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Keyes v. School District No. 1 (1977)—bilingual Keyes v. School District No. 1 (1977)—bilingual education is compatible with desegregationeducation is compatible with desegregation

Martin Luther King, Jr. Elementary School Martin Luther King, Jr. Elementary School Children v. Ann Arbor School District Board of Children v. Ann Arbor School District Board of Education (1979)—legitimated Black English as Education (1979)—legitimated Black English as a dialecta dialect

Proposition 227 (1998, California)—required Proposition 227 (1998, California)—required schools to teach Limited English Proficient (LEP) schools to teach Limited English Proficient (LEP) students in special classes, mostly in English, students in special classes, mostly in English, for not more than one yearfor not more than one year

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Issues of GenderIssues of Gender

Title IX, Education Amendments (1972)—Title IX, Education Amendments (1972)—prohibited discrimination on the basis of sex in prohibited discrimination on the basis of sex in schools receiving federal aidschools receiving federal aid

Franklin v. Gwinnett County Public Schools Franklin v. Gwinnett County Public Schools (1992)— schools receiving federal funds can be (1992)— schools receiving federal funds can be sued for sex discrimination and harassmentsued for sex discrimination and harassment

Alida Star Gebser and Alida Jean Mccullough v. Alida Star Gebser and Alida Jean Mccullough v. Lago Vista Independent School District (1998)— Lago Vista Independent School District (1998)— made it difficult to recover damages from a made it difficult to recover damages from a school district for sexual harassmentschool district for sexual harassment

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Issues of DisabilityIssues of Disability

Education of All Handicapped Children Act Education of All Handicapped Children Act (1976)— made schools responsible for (1976)— made schools responsible for education “in the least restrictive environment”education “in the least restrictive environment”

Honig v. Doe (1988)—special education Honig v. Doe (1988)—special education students who are disruptive may not be students who are disruptive may not be suspended or expelled without due processsuspended or expelled without due process

Individuals with Disabilities Education Act (IDEA, Individuals with Disabilities Education Act (IDEA, 1990)—extended services to age 211990)—extended services to age 21

Americans with Disabilities Act (ADA, 1992)— Americans with Disabilities Act (ADA, 1992)— extended rights of people with disabilities to the extended rights of people with disabilities to the private sectorprivate sector

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Issues of Social Class and Issues of Social Class and School FundingSchool Funding

Elementary and Secondary Education Act Elementary and Secondary Education Act (1965)—provides funding for Title I and for (1965)—provides funding for Title I and for Head StartHead Start

Elementary and Secondary Education Act Elementary and Secondary Education Act (1981)(1981)

Rose v. Council for a Better Education (1989)—Rose v. Council for a Better Education (1989)—Kentucky Supreme Court declares property tax Kentucky Supreme Court declares property tax basis for school funding unconstitutionalbasis for school funding unconstitutional

cont.cont.

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Elementary and Secondary Education Act Elementary and Secondary Education Act (1991)(1991)

Elementary and Secondary Education Act Elementary and Secondary Education Act (2001)—No Child Left Behind Act vastly (2001)—No Child Left Behind Act vastly increases federal role in public educationincreases federal role in public education

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Public Responses to Multicultural Public Responses to Multicultural and Bilingual Education Reformsand Bilingual Education Reforms

One group consists of those who advocate One group consists of those who advocate programs such as multicultural and bilingual programs such as multicultural and bilingual education.education.

Another group consists of those who oppose Another group consists of those who oppose any special programs, either because:any special programs, either because:– they believe “traditional” schooling provides sufficient they believe “traditional” schooling provides sufficient

upward mobility, orupward mobility, or– they believe pluralistic approaches will destroy the they believe pluralistic approaches will destroy the

country.country.

cont.cont.

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A third group asserts that pluralism in education A third group asserts that pluralism in education should not be viewed as either a remedial form should not be viewed as either a remedial form of education or an effort at reparation, but rather of education or an effort at reparation, but rather as the long-overdue affirmation of a social as the long-overdue affirmation of a social reality.reality.

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Theoretical Perspectives on Theoretical Perspectives on Multicultural EducationMulticultural Education

Sleeter and Grant propose five types of Sleeter and Grant propose five types of multicultural education:multicultural education:– Teaching the culturally differentTeaching the culturally different– Human relations approachHuman relations approach– Single-group studiesSingle-group studies– Inclusive multicultural educationInclusive multicultural education– Education that is multicultural and social Education that is multicultural and social

reconstructionistreconstructionist

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Teaching the Culturally DifferentTeaching the Culturally Different

These approaches attempt to counter a These approaches attempt to counter a perceived cultural deficiencyperceived cultural deficiency

Develop competence in the dominant cultureDevelop competence in the dominant culture Maintain self-identity and retain own cultural Maintain self-identity and retain own cultural

identityidentity May mask an assimilationist ideologyMay mask an assimilationist ideology

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Human Relations ApproachHuman Relations Approach

Assumes multicultural education is a means by Assumes multicultural education is a means by which students of different backgrounds learn to which students of different backgrounds learn to communicate more effectively with one another communicate more effectively with one another while learning to feel good about themselveswhile learning to feel good about themselves

This is a fairly limited approach, and does not This is a fairly limited approach, and does not include attention to curriculum expansion and include attention to curriculum expansion and empowerment.empowerment.

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Single-group StudiesSingle-group Studies

Instruction that focuses on the experiences and Instruction that focuses on the experiences and cultures of one specific groupcultures of one specific group

African-American History, Chicano Literature, African-American History, Chicano Literature, and Native American Culture are some and Native American Culture are some examples.examples.

While important, such efforts may tend to While important, such efforts may tend to reinforce a single perspective, while paying less reinforce a single perspective, while paying less attention to multiple perspectives.attention to multiple perspectives.

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Inclusive Multicultural EducationInclusive Multicultural Education

Places multicultural education in the larger Places multicultural education in the larger context of overall curriculum and school reformcontext of overall curriculum and school reform

Focuses on the strength and value of diversity in Focuses on the strength and value of diversity in a pluralistic nationa pluralistic nation

Expanded attention to the differences in gender, Expanded attention to the differences in gender, religion, geographical region, and disabilityreligion, geographical region, and disability

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Education That Is Multicultural Education That Is Multicultural and Social Reconstructionistand Social Reconstructionist

This approach goes beyond multicultural This approach goes beyond multicultural education by helping students critically analyze education by helping students critically analyze the larger social forces involved in discrimination the larger social forces involved in discrimination and oppression.and oppression.

Believes that the entire education program Believes that the entire education program should be designed to address the needs of should be designed to address the needs of diverse groups regardless of race, ethnicity, diverse groups regardless of race, ethnicity, culture, religion, exceptionality, or genderculture, religion, exceptionality, or gender

Seeks to prepare students not only to think in Seeks to prepare students not only to think in multiple ways, but to be willing and able to help multiple ways, but to be willing and able to help bring about social justice in the societybring about social justice in the society

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Something to Think AboutSomething to Think About

The history of multicultural education has its The history of multicultural education has its roots in a debate between those who think that roots in a debate between those who think that American schooling should provide a common American schooling should provide a common education to all children based on the history education to all children based on the history and culture of European Americans and Western and culture of European Americans and Western civilization; and those who think that American civilization; and those who think that American schooling must recognize and affirm the rich schooling must recognize and affirm the rich historical and cultural backgrounds and historical and cultural backgrounds and perspectives of a population that has always perspectives of a population that has always been diverse and is becoming ever more so. been diverse and is becoming ever more so. The debate continues.The debate continues.

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© 2009 mcgraw-hill higher education. all rights reserved. chapter 2 multicultural education:...

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