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Ethnicity may also affect how students perceive history, literature, and other aspects of the curriculum that are taken for granted. The perspective of a child who has lived abroad, or whose parents are first-generation immigrants can provide valuable context to a classroom discussion that would otherwise be one-sided.
It is incumbent upon the teacher as well to assume that a lesson plan does not make assumptions about the child's knowledge base. Certain contextual references particular to American culture may not be shared by all children; even celebrating highly Americanized holidays in class such as Thanksgiving and Halloween must be done so in a manner so that it is not assumed that every child observes these holidays as a regular part of his or her routine. Vocabulary and cultural reference should be defined if there is any uncertainty some children may not know them. While content is certainly an important aspect of multicultural education -- for example, including a balanced discussion of the contribution of women in history and literature class -- it is not an end in itself. Girls, for example, should feel as if their voices are heard in all classroom debates and discussion, and their abilities are taken seriously in their math and science classes.
All children can benefit from multicultural learning, of course. Drawing from the rich traditions of various ethnic literatures and history can enhance all children's experiences within the classroom. However, multicultural education should never be seen merely as a supplement or an addition to the standard curriculum. "Multicultural education not only draws content, concepts, paradigms, and
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Not so many years ago, certain basic 'truisms' like the fact that Columbus' voyage of discovery was for the best were taken for granted. Using the paradigms afforded by multicultural perspectives forces children to consider the negative as well as the positive consequences of this event, and also admits the perspective of individuals of Native American ancestry into the classroom dialogue. This is one example among many how offering a multicultural education early on is essential to hone student's critical faculties and to encourage them to question the received truths of their society.
References
Burnett, Gary. (1994). Varieties of multicultural education. Eric Digest. 98 (1).
Retrieved May 5, 2011 at http://www.ericdigests.org/1995-1/multicultural.htm
Multicultural Education. (2011). North Central Regional Educational Laboratory. (NCREL).
Retrieved May 5, 2011 at http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe3lk1.htm
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