Contributions vs. Transformation Approach in Multicultural Education
This paper compares and contrasts two approaches to multicultural education: the contributions approach and the transformation approach. The contributions approach is examined for its reliance on mainstream narratives and its tendency to represent minority groups only through well-known ethnic heroes, offering little challenge to dominant cultural perspectives. The transformation approach is presented as a more substantive alternative that restructures the curriculum to include diverse voices, experiences, and viewpoints. Drawing on scholars such as Banks, Arsal, and Paul-Binyamin and Haj-Yehia, as well as biblical passages from Galatians, James, and Colossians, the paper argues that the transformation approach better fulfills both multicultural and Christian educational ideals by affirming the equal worth of all peoples.
- Introduction: Defines and distinguishes both multicultural approaches
- The Contributions Approach: Examines reliance on mainstream narratives and ethnic heroes
- A Christian Critique of the Contributions Approach: Applies biblical equality principles to critique the approach
- The Transformation Approach: Presents curriculum restructuring for genuine multiculturalism
- A Christian Case for the Transformation Approach: Uses scripture to affirm inclusive curriculum transformation
- Conclusion: Synthesizes scholarly and Christian arguments for transformation
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- The paper integrates two distinct analytical frameworks — academic scholarship and Christian scripture — consistently across both approaches, giving the argument a coherent dual-lens structure.
- Biblical citations (Galatians 3:28, James 2:1-4, Colossians 1:16-17) are not merely decorative; they are applied directly to the educational argument, reinforcing each point about equity and inclusion.
- The paper maintains a clear comparative structure, addressing each approach in turn and explicitly returning to the same criteria — multicultural value, ease of implementation, and Christian alignment — making the contrast easy to follow.
Key academic technique demonstrated
The paper demonstrates sustained comparative analysis supported by scholarly citations. By evaluating both approaches against the same set of criteria — their multicultural depth, their challenge to mainstream narratives, and their alignment with Christian values — the writer builds a layered argument rather than simply describing each approach in isolation. The use of a direct quotation from Paul-Binyamin and Haj-Yehia (2019) to define the transformation approach exemplifies proper integration of secondary sources to anchor evaluative claims.
Structure breakdown
The paper opens with an abstract and keyword block, followed by an introduction that defines both approaches. The body is divided by approach: the contributions approach is analyzed academically and then evaluated from a Christian viewpoint; the same two-part structure is applied to the transformation approach. The conclusion synthesizes both strands — scholarly and scriptural — to affirm the transformation approach as superior for multicultural education. The references section follows APA formatting conventions throughout.
When it comes to bringing multicultural perspectives and content into a classroom, two distinct approaches that can be compared and contrasted are the contributions approach and the transformation approach. As Banks (2019) states, the contributions approach uses mainstream ethnic heroes in the curriculum and presents multiculturalism as little more than an addendum to history. The transformation approach, on the other hand, sees multiculturalism as the real essence of history and purposefully brings many different perspectives into the curriculum, changing it so that students view historical events and periods from more than one point of view.
The contributions approach uses already well-known figures from history as a way to frame subjects. Minority groups are typically represented by ethnic heroes, but usually only in an anecdotal manner — their contributions to history or to any subject are not viewed as more than a footnote (Paul-Binyamin & Haj-Yehia, 2019). According to the theory of Freire, it is important that teachers challenge assumptions and help students question the mainstream narratives that keep them oppressed and unacquainted with the truth of their own history and culture (Patton, 2017). Yet in the contributions approach, very little is challenged. Instead, mainstream narratives are accepted, and learners are exposed to different cultures only marginally — or they learn to see them only through the lens of the mainstream culture.
From a multicultural perspective, the contributions approach fails to bring a truly multicultural perspective that matters. It does not present a deep penetration of different cultural traditions, perspectives, or roles in historical events or present-day society. Rather, it accepts and reinforces mainstream cultural narratives without exploring how people from every culture have a part to play in shaping society. Thus, while the contributions approach is relatively easy to implement, as Arphattananon (2018) notes, it does little to challenge mainstream narratives.
From a Christian perspective, it is especially important to understand that all peoples from all cultures are equal in the eyes of the Lord. As Galatians 3:28 explains, "There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus." What this means is that even though people may differ in gender, age, culture, ethnicity, and experience, they are all united in Christ. For a Christian educator, therefore, it is not enough to refer to others only anecdotally when teaching about cultures. Christ came to save all, and for that reason all are important — their lives, voices, and contributions should never be viewed as incidental.
James 2:1-4 reiterates this point: "My brothers and sisters, believers in our glorious Lord Jesus Christ must not show favouritism. Suppose a man comes into your meeting wearing a gold ring and fine clothes, and a poor man in filthy old clothes also comes in. If you show special attention to the man wearing fine clothes and say, 'Here's a good seat for you,' but say to the poor man, 'You stand there' or 'Sit on the floor by my feet,' have you not discriminated among yourselves and become judges with evil thoughts?" Scripture is thus clear that discrimination against persons based on pre-formulated opinions or assumptions is unchristian.
If one is going to teach history, sociology, current events, or any other subject, it is unfair to teach primarily from a mainstream perspective — yet the contributions approach tends to accept the mainstream narrative and refers only to mainstream ethnic heroes when touching on other cultures. Thus, learners hear only of Martin Luther King, Jr., of Gandhi, or of Booker T. Washington. These are the people accepted as ones "wearing fine clothes," to use the metaphor of St. James. But an educator ought to be willing to challenge the myths of the mainstream perspective and bring a more robust approach to multicultural education. That is where the transformation approach can most help.
Instead of accepting mainstream narratives about culture, the transformation approach challenges them and is based on a decision to look outside the box of standardized learning in order to adopt a more socially active stance (Arsal, 2019). As Paul-Binyamin and Haj-Yehia (2019) point out, the transformation approach aims "to bring about major change through new curricula based on multicultural ideology, namely, inserting major changes into curriculum, which transform it entirely" (p. 251). Just as there are many different types of learners, there are many different ways to view culture and history, and no perspective should be marginalized because of how the purveyors of history want the past to be understood.
The transformation approach welcomes the different perspectives, questions, and experiences of learners, and uses them to transform the standard curriculum. It aims to include many different voices and to view events from the standpoint of many different cultures, never indicating any one culture as the acceptable standard by which others are to be judged. From a multicultural perspective, the transformation approach is far more open to a truly multicultural perspective than the contributions approach. It embraces the idea that everyone in God's creation has value, meaning, and a voice worth hearing.
You’re 61% through this paper. Sign up to read the full paper.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.