Rethinking the Curriculum from a Multicultural Perspective

1. Rethinking the Curriculum from a Multicultural Perspective Summary by Christine Davis-Lykins

2. Because the world has changed so much...our view is very global where in the past it has been isolationistic, there have been drastic changes that have raised new questions for the educators.

3. Immigrants that have come to the United States are so different than others in the past. They increasingly stress their uniqueness and the schools are forced to take note of the diversity of the school population. Assimilation is not the main focus for most families. The schools are then forced to wear many hats, to have an infinite number of purposes and missions.

4. Due to the anti-affirmation backlash of the 1990’s, several critics (some white but not all) view the decline in standards and quality in education as a by-product of inclusion of different heritages. Many educators try to use the diversity as a teaching tool only to be met with issues regarding varying cultures’ inability to accept the teaching of other cultures. Educators are then left with a paradox.

5. In the past, schools have used curriculum as a way to help students assimilate into the American culture. The standards based literature were the dead, old, white guys. Now people want to see various cultures shown in the curriculum. By moving these pieces of literature into the mainstream, it helps minorities not be viewed as inferior to the white, middle class culture. The new vision is more ethnic than nationalistic.

6. Herein lies the paradox. How do you celebrate cultural and ethnic diversity and also promote community and connectiveness? Questions to ponder… • How does an educator chose the literature without leaving something out? What criteria should drive the decision?

7. 2. Should literature be used that could be offensive? What about books that are considered “good” literature that include the “N” word like Huckleberry Finn? 3. What about literature that includes different ideology or political values? 4. Should teachers consider showing both the positive and negative views of cultural groups? If students have read a novel with a negative slant towards a culture, then is it necessary to teach a piece of literature that is positive?

8. 5. Should the authors personal life matter? *Martin Luther King Jr’s extramarital affair *Ezra Pound was a fascist and anti-semantic *Patrick Henry’s ownership of slaves 6. Can one cultural group truly write about another? Can they realistically see from the others point of view?

9. The article ends with how the author teaches “Huckleberry Finn”. Back and forth about the negative and positive aspects of the language and thoughts on African Americans.

10. Many educators believe that students will benefit from reading diverse material. That students will benefit from seeing the world from many different perspectives. It is always to shock to realize that not everyone wants to have a broader view.

11. As educators we also believe that we are responsible for teaching tolerance and respect for all. Teachers attempt to do this through curriculum. Two things that we have learned: *Not everyone wants to be exposed to new ideas *Some are so fiercely loyal to their culture they feel to change would equal betrayal.

12. *Lastly, books do not have the same effects on students as they have on educators. Most students do not approach reading with an open-mindedness of college educated educators.

13. Unfortunately the article ends with that there are no answers to the questions posed. Tensions do not go away and eventually every teacher will be faced with some of these. Diverse people also disagree about what is best for the whole. The slogan “Celebrate Diversity” will never truly be.