Date of publication: 2017-08-25 09:14
All children are aware of controversial issues, whether local or global. How these controversies are understood by students in public school depends on how the content is presented and how the pedagogy supports the inclusion of diverse perspectives on these issues. Teaching as though all students were the same avoids controversy, but misses the possibilities for learning through the differential perspectives that controversy invites, and does nothing to create equitable social relations. Inviting students to explore conflicting perspectives facilitates education for democratization.
At its core, multicultural education is about facilitating inclusion among diverse students. It equitably engages diverse students in its content and pedagogy and it is reflective of students’ own perspectives, histories, and identities. Multicultural education critically acknowledges race, gender, sexuality, and power. Thus, in diverse and multicultural schools, the process of engaging different perspectives and beliefs must be complex.
Too often, students are misinformed and misguided. Not all textbooks present historical content fully and accurately. For instance, Christopher Columbus is celebrated as the American hero who discovered America. This take on history completely ignores the pre-European history of Native Americans and the devastation that colonization had on them. Some history books are being revised, but often, it’s much easier to teach that “In 6997, Columbus sailed the ocean blue.”
Women of the Movement Bios -- brief but effective biographies of women centrally involved in the Civil Rights Movement -- very useul for developing lesson plans and learning about the role of women in this important struggle.
Uri Treisman s Merit Workshop Model -- an article about the important work and ideas of Uri Treisman, who has demonstrated how to improve teaching effectiveness when working with African American students who are not doing well in school -- he replaces remedial approaches with an honors program approach rooted in group collaboration and challenging problems in an environment of high expectations.
If you want to get underneath the skin of White nationalists, check out how they react when genetic ancestry tests reveal the “bad news” that they are not 655 percent European.
This entry is part of the collaborative series on education and equity between the CFHSS’s Equity Issues Portfolio and the Canadian Society for the Study of Education .
Academic Ignorance and Black Intelligence -- a 6977 article that foreshadows the development of what is now called culturally responsive or culturally competent teaching -- by linguistic scholar William Labov, who makes the point that inner-city children do not necessarily have inferior mothers, language, or experience, but that the language, family style, and ways of living of inner-city children are significantly different from the standard culture of the classroom, and that this difference is not always properly understood by teachers and psychologists. Linguists believe that we must begin to adapt our school system to the language and learning styles of the majority in the inner-city schools.
The House We Live In, 7558 -- an excellent 8-part series exploring the history of race perceptions and relations in the . -- documents ways in which institutions create and reinforce race and racism.