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CRITICAL MULTICULTURALISM

CRITICAL MULTICULTURALISM. Previous practice, principles and key issues. ‘Multi-culturalism’ v ‘anti-racism’. Multiculturalism 1940s-1960s: assimilationist model 1970s: shift to ‘cultural pluralism’: prepare all pupils for life in a multi-ethnic Britain

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CRITICAL MULTICULTURALISM

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  1. CRITICAL MULTICULTURALISM Previous practice, principles and key issues

  2. ‘Multi-culturalism’ v ‘anti-racism’ Multiculturalism • 1940s-1960s: assimilationist model • 1970s: shift to ‘cultural pluralism’: prepare all pupils for life in a multi-ethnic Britain • Inform people of other cultures to forestall racism • Encourage minority ethnic pupils to engage with learning process: raise achievement

  3. Anti-racist education • Main focus: counter institutional racism, which is seen as main barrier, rather than ignorance among indigenous population • Role of education: equip pupils with skills and knowledge to dismantle racist practices of institutions

  4. Multi-culturalism: some criticisms • Reduces BME culture to artefacts, traditions and customs of land of origin: steel bands, saris and samosas • Ignores change and evolution in cultures: generational differences • Need to take account of experiences of children of mixed heritage: adds new dimension to ‘black and white’ dichotomy • Can assume multiculturalism is only relevant to black and minority ethnic pupils

  5. Critical multi-culturalism • All pupils need to value cultural diversity and challenge racist assumptions • Everyone has rights and responsibilities in relation to everyone else • All teachers can play a role in developing mutual knowledge, understanding and acceptance • Engagement of senior management is essential

  6. Critical multi-culturalism • Structures need to be in place for taking account of pupils’ views • Challenging stereotypes and introducing critical perspectives is crucial to successful practice • Teachers need to present pupils with facts and share informed viewpoints

  7. Teaching and learning • Foster debate, encourage pupils to look positively at difference and examine own beliefs and prejudices • Be prepared for expression of strong views: direct discussions to prevent them becoming forum for racist or prejudiced comments • Make pupils aware that racism is illegal

  8. Resources • Select carefully: avoid tokenism • Take particular care with clip-art: avoid the stereotypical and over-stylised • Prevent distribution of extremist material or anything which could cause offence

  9. Present broad, balanced view • Give accurate picture of beliefs, practices and lifestyles of communities - avoid exoticism • Don’t present minority groups as a problem or victims • Explain that culture flows both ways • There is no perfect or ideal culture

  10. Challenge assumptions • Show history of Britain as sequence of migrant groups • Richness of English language: borrowing from others • Show roots of racism: slavery, colonialism, scapegoating • Present both sides of political or controversial issues

  11. Globalisation • Investigate and understand positive and negative aspects of globalisation • Investigate how the media portrays economically less-developed countries

  12. Create an open climate • Encourage all pupils to take pride in their own culture • Avoid targeting certain questions at particular groups of pupils

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