Blog #4 - Multiculturalism and the Curriculum

Based on the influence that corporate America has had on educational institutions, it is no surprise that schools are now struggling with the concept of multiculturalism. Corporate organizations have been working to define how diversity fits into the overall scheme of the organizations. Articles that I read about corporate diversity almost mirror the issues being faced by schools related to multiculturalism. For example, an article from the Ethnic Majority website (2009) suggests that there continues to be a “gap between the ‘haves’ and the ‘have nots’” and progress remains slow toward diversity. Both of these corporate issues are often faced by schools regarding the multiculturalism.

I appreciate the comparisons made by Hirsch in the centrist curriculum article of the two types of multiculturalism (cosmopolitanism and ethnocentrism). In my mind, I had never broken down multiculturalism and diversity in these distinctly different approaches. Cosmopolitanism focuses on the various traits that make up an individual’s person while ethnocentrism identifies ethnicity as the essence of the person.

The focus on ethnicity related to the protests and immigration issues in the new immigration article were similar to the ethnocentrism , or ethnic loyalism, identified in the centrist curriculum article. Both focus on the ethnicity as defining the person rather than the other beliefs and views that are part of the person’s identity. It appears to me that often, diversity seems to be an attempt for individuals to cling onto a trait that makes them unique from others and united with a specific group. This particular trait more than some others, such as political beliefs or religion, is the first identifier used to suggest an individual’s “belonging,” which is a point also made in the centrist curriculum article.

Though I am not in the classroom, I work in education on a daily basis. One way that I have observed social and political control is through designated observances of specific days or months related to diversity. Most schools observe Martin Luther King, Jr., Day as well as Black History Month. Both of these instances are opportunities to learn more about the history and role of African-Americans in the United States. Additionally, some elementary schools recognize the contributions of Native Americans during Thanksgiving through primitive reenactments of the first Thanksgiving, which depending on the educator and school, may provide some insights into the plight of the Native American as a result of the arrival of the colonists. However, this likely does not lead to a discussion on the treatment of Native Americans by the white man during the Trail of Tears and other tragic events. Finally, some schools may also conduct an observance of Cinco de Mayo since it has become a more widely recognized Mexican holiday. These efforts at multiculturalism seem to be lackluster attempts by schools to adapt to a changing social climate and are more focused on the ethnocentric approach to multiculturalism. In the multiculturalism in school curriculum article, Waxler conveys that these sorts of observations run counter to the purpose of real multiculturalism.

I am a proponent for the suggestions made by Waxler in having a traditional curriculum that integrates diversity into the teaching of particular units. This seems to be a way to maintain a common history for our country, but at the same time recognizing the struggles and contributions made by the various ethnic and social groups. I particularly like the Core Knowledge Sequences in Hirsch’s centrist curriculum article. This approach provides a foundation that will allow students to learn about various ethnic groups and gain a sense of humanity through multicultural awareness.

References:
Ethnic Majority (2009). Corporate culture and diversity. Retrieved October 3, 2009, from http://www.ethnicmajority.com/corporate_diversity.htm.