Multicultural Education: Transforming the Mainstream Table 10. 1: General principles of approaches to education Issue General Principles Paradigm Traditional curriculum; cultural assimilation Progressivist curriculum; cultural A critical, post- progressivist pluralist variant of multiculturalism. curriculum and a multiculturalism oriented to social equity. Multicultural Education: Transforming the Mainstream Table 10. 1: General principles of approaches to education General Principles Issue Traditional curriculum; Progressivist cultural assimilation. pluralist variant of multiculturalism. The social and cultural project of education in a context of cultural and linguistic diversity Structural effects structural exclusion of marginalization diversity. differentiation of curriculum; ethnicspecific servicing. The mainstream (curriculum, public institutions etc.) remains essentially unchanged. Social/cultural effects was never intended to; less acceptable given changing politics. the 'cultural deficit' model - affirm difference. 1 273 Table 10.2: Pedagogical strategies Pedagogy Issue Paradigm Traditional curriculum; cultural assimilation. Focus of curriculum Structure of curriculum Syllabus source Cultural/social agenda Epistemology Pedagogical modes Paradigm A critical, postcurriculum; cultural progressivist curriculum and a multiculturalism oriented to social equity. Assimilation to theCultural pluralism; Core culture dominant culture:celebration of transformed by skills - industrial;differences. multilayered affinities - singularlyallegiances; a society 'Anglo'. international in economic and cultural orientation; equitable access to non-racist social institutions. Rhetorical andStructural Transformation of mainstream of diversity; structures curriculum, public institutions - in response to cultural and linguistic diversity; structural openness to cultural and linguistic diversity. Didn't actuallyNo significant need Diversity as a core assimilate, perhapsto rethink the way issue for curriculum curriculum/public and public institutions; institutions operate; education for marginalizing the equitable access; new exotic; a variation of epistemology for a new sort of liberal democratic society; cultural difference as a resource for social access. 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.