Multicultural Education: Transforming the Mainstream
Table 10. 1: General principles of approaches to education
Issue
Traditional curriculum; cultural
assimilation
The social and
culture
cultural project of
General Principles
Paradigm
Progressivist curriculum; cultural
pluralist variant of
multiculturalism.
Assimilation to the
A critical, post- progressivist
curriculum and a multiculturalism
oriented to social equity.
Cultural pluralism;
dominant culture:
celebration of
skills - industrial;
differences.
Core
transformed by
education in a
multilayered
context of cultural
affinities - singularly
allegiances; a society
and linguistic
'Anglo'.
international in
diversity
economic and cultural
orientation; equitable
access
to non-racist
social
institutions.
Structural effects
Rhetorical and
Structural
Transformation
Structural exclusion of
of mainstream
diversity.
marginalization
of diversity;
structures differentiation of
curriculum; ethnicspecific servicing.
The mainstream
(curriculum, public
institutions etc.)
remains essentially
unchanged.
Social/cultural
effects
curriculum
was never intended
to; less acceptable
given changing
politics.
the 'cultural deficit'
model - affirm
difference.
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Table 10.2: Pedagogical strategies
Pedagogy
Issue
Paradigm
Traditional curriculum; cultural assimilation.
Focus of curriculum
Structure of curriculum
Syllabus source
Cultural/social agenda
curriculum, public
institutions - in
response to cultural
and linguistic
diversity; structural
openness to cultural
and linguistic
diversity.
Didn't actuallyNo significant need
assimilate, perhapsto rethink the way
curriculum/public
institutions operate;
marginalizing the
exotic; a variation of
new sort of liberal
democratic society;
cultural difference as
a resource for social
access.
Diversity as a core
issue for
and public institutions;
education for
equitable access; new
epistemology for a
Epistemology
Pedagogical modes
Media
Teaching/learning styles
Assessment
Progressivist curriculum; cultural pluralist variant of multiculturalism.
A critical, post-progressivist curriculum and a multiculturalism oriented to social equity.
Singular, universalist, monolithic curriculum, aimed at all students in an undifferentiated way.
Comprehensive.
Centralized education authorities; teachers as transmitters of received, official, singular knowledge and values.
Benevolent transmission; social discipline; inflexible standards; pass/fail according to 'ability'.
Monocultural, monological.
Rote learning.
The textbook.
Relationship of teaching and learning styles not regarded as an issue.
Knowledge/ability is fixed and quantifiable.
Multicultural education aimed at students from minority cultural/linguistic groups.
Diversified.
School-based curriculum; teachers as facilitators; contents of curriculum based in community, students, local experience, cultural backgrounds of students;
rhetoric of choice, relevance, needs.
Self-esteem; cultural maintenance; relativism according to 'needs' and 'relevance'.
Cultural relativism.
Inquiry learning; 'naturalism'.
Community, experience.
Despite rhetoric of openness, frequent mismatch of the culture of schooling and student cultures.
No universal knowledge - just meanings to individuals according to their peculiar experiences.
Education for social access and cultural and linguistic pluralism - for all students; variant peclagogies but singular ends.
Reconstituted core curriculum plus openness to diversity.
Core linguistic-cognitive requirements for access; epistemological and social skills to live with cultural and linguistic diversity; cultural and linguistic difference as
a resource for social access.
Esteem through enhancing life chances; definite contents to skills and socially powerful knowledge; antiracism.
Multiculturalism as a critical dialogue; renegotiated common social principles.
Authoritative contents; openness to diversity; active learning and developing essential structures of knowledge.
Exemplary curriculum materials and professional development.
Need to negotiate teaching/learning styles to maintain a productive dialogue between the teachers/curriculum and students.
Comparability instead of 'standards'; measurement impacts productively back on curriculum and not the fate of individual students.