Multicultural Education
and School Reform
Group members: Keshab,Yuhua, and Carmella
What
is the
definition of
Multicultural
Education?
Multicultural Education
Multicultural Education is a process of
comprehensive school reform and basic
education for all students. It challenges
and rejects racism and other forms of
discrimination in schools and society and
accepts and affirms the pluralism (ethnic,
racial, linguistic, religious, economic, and
gender, among others) that students, their
communities, and teachers reflect.
The seven basic characteristics of
multicultural education:
1.
2.
3.
4.
5.
6.
7.
Multicultural education is antiracist education.
Multicultural education is basic education.
Multicultural education is important for all
students.
Multicultural education is pervasive.
Multicultural education is education for social
justice.
Multicultural education is a process.
Multicultural education is critical pedagogy.
Multicultural education is antiracist
education
Antiracism, indeed antidiscrimination in general, is
at the very core of a multicultural perspective.
 Eliminate typical stereotypes of multicultural
perspective.
EXAMPLE:
http://www.youtube.com/watch?v=uKsz8yBdCvM
&feature=related

Although the beautiful and heroic aspects of our
history should be taught, so must the ugly and
exclusionary.
Multicultural Education Is Basic
Education
Multicultural education must be understood as
basic education.
The major stumbling blocks to implement a
broadly conceptualized multicultural education is
the ossification of the canon, which assumes that
the knowledge that is most worthwhile is already
in place.
Static and sacred knowledge
in the arts and social sciences
The participation of people of diverse
backgrounds and social identities has
nevertheless been appreciable.
 Schools should help students develop
multicultural literacy.
 We should expect all students to be
fluent in a language other than their own,
aware of their literature and arts of many
different peoples.

Multicultural Education Is Important
For All Students.
The widespread misperception:
multicultural education is only for
students of color, or “disadvantaged” or “
at-risk” students.
 Multicultural education is, by definition,
inclusive. Because it is about all people, it
is also for all people.

Multicultural Education Is Pervasive
A true multicultural approach is pervasive.
It permeates everything: the school climate,
physical environment, curriculum, and
relationships among teachers and students
and community.
 Multicultural education is a philosophy, a
way of looking at the world.

Multicultural Education Is Education
For Social Justice
Developing a multicultural perspective
means leaning how to think in more
inclusive and expansive ways.
 Multicultural education invites students
and teachers to put their learning into
action for social justice.
 Preparing students for active membership
in a democracy is also the basis of
Deweyian philosophy.

First amendment:
 The amendment prohibits the making of
any law "respecting an establishment of
religion", impeding the free exercise of
religion, infringing on the freedom of
speech, infringing on the freedom of the
press, interfering with the right to
peaceably assemble or prohibiting the
petitioning for a governmental redress of
grievances.

Schools are expected to promote equality.
 Ethics and the distribution of power,
status, and rewards are basic societal
concerns; education must address them.
 Multicultural education can have a great
impact in helping to turn this situation
around.

What Multicultural
Education do?

Debunks simplistic and erroneous conventional
wisdom.

Dismantles policies and practices.

Develops an awareness of the influence of culture
and language on learning.

Develops an awareness of the persistence of
racism and discrimination in school and society.

Creates a learning environment in which
students are empowered.
Multicultural Education:
Critical Pedagogy
Knowledge:
 Neither neutral nor apolitical
(knowledge is power)

Reflection of political ideology and
world view of educational decision
makers:
- dismantle tracking
- discontinue standardized tests
- use multiple reading programs

Need of Multicultural Education
- To understand the complexity of the
world
- To view issues from multiperspectives (i.e. Thanksgiving).
- To see the world from different
ways using a critical perspective.
- To develop decision-making and
social action skills.
- To empower the students: the basis
 Critical
Pedagogy and Multicultural
Education
How are they connected?
- Both acknowledge the cultural and
linguistic diversity.
- Both reflect on multiple and
contradictory perspectives to
understand reality more fully
 Critical
pedagogy:
- exposes and demystifies as well as
demythologizes some of the truths
that we take for granted and to
analyze them critically and
carefully. (i.e.. Birthplace of Lord
Buddha, the smallest man of the
world)
- allows us to have faith in justice for
all, equal treatment under the law,
equal educational opportunity.
“Multicultural Education is a
process that goes beyond the
changing demographics in a
particular country. It is more
effective education for a
changing world.” (Nieto 83)
Consider the following:
I)
Is multicultural education
applicable in every educational
setting? Are we encouraging
students to question and openly
discuss critical issues surrounding
diversity and multiculturalism?
II) Schwartz (1994) explains that
many believe multicultural
education may divide students
along racial and cultural lines,
rather than unite them as