Multicultural education: approaches and implementation

Multiculturalism in School Curriculm

Over 140 years ago, Lord Acton envisioned an America where each child would be treated equally and there would be no discrimination or major differences in class due to race and culture. Unfortunately, he saw the future incorrectly.

According to Changing America, A Report of the Council of Economic Advisors, "the population of the United States continues to grow increasingly diverse." Hispanics and minority racial groups -- defined as racial and ethnic groups that make up less than 50% of the population and include non-Hispanic blacks, Asians and American Indians have grown faster than the population as a whole. In 1970, these groups together totaled 16% of the population. This percentage grew to 27 in 1998. Continuing on this trend, by 2005 minorities will account for almost half of the U.S. population.

Sadly, however, despite these changing numbers, racial discrimination continues in the United States. According to the American Civil Liberties Union "despite enormous progress, however, the promise of fair and equal treatment for people of color remains frustratingly elusive." In some areas of the country, schools are as segregated and profoundly unequal as they were when the U.S. Supreme Court declared segregated schools unconstitutional in its Brown v. Board of Education decision of 1954. The war on crime and drugs has disproportionately targeted people of color for arrest. Voting districts created to provide fair representation have been undermined by lawmakers and by the courts, and felony disenfranchisement laws have kept hundreds of thousands of minorities from voting. Segregation and discrimination in housing still exists despite redlining laws and a backlash against affirmative action in employment and education is enhancing racist views.

The plight of children both white and especially of color continues. Despite the enormous wealth in the United States, its child poverty rate is among the highest in the developed world. One study that examined child poverty rates in 17 developed countries indicated that the child poverty rate in the United States was the highest among these countries (50% higher than the next highest country).

What can a teacher do to help make an impact on these inequalities? Too often, schools promote diversity by having one or two assemblies a year that represent different cultures. Or, they spend one month -- usually February because of Martin Luther King, Jr. -- on racial issues. What is needed is a much more in-depth curriculum that covers at least half of the year. Information about Native Americans, African-Americans, Asian-Americans and Hispanic-Americans can be incorporated into all the subject areas.

In English and Literature, students read works by a range of multicultural authors, as they hear lectures and lessons, write and illustrate their own work on different people. For example, they read the short stories of Rosario Ferre, a Puerto Rican author. In History and Current Affairs, they read about and meet the people of different ethnic and racial groups that have made major contributions to the country. In every community, there are individuals from different backgrounds who are presently making a postive.

A impact.

In the Arts, they experience firsthand through music, dance and art the different expressions and emotions evoked. For example, they have a lesson on traditional African dance. In Language, they hear different vocabularies, sayings, words that have changed over the years. A storyteller relates a story in different languages. In Social Studies, the students learn about different festivals and holidays, foods, games and entertainment of varying ethnic groups. In Science, they are introduced to men and women of various racial and ethnic groups who have or are presently having an impact on science and technology through their research, inventions and innovations.