Understanding
Multicultural Curriculum Transformation:
A Q & A with Paul C. Gorski
The following is a continuously expanding compendium of
questions and answers regarding curriculum transformation from a multicultural
perspective. If you have a question about the practical or theoretical
side of multicultural curriculum transformation, send it to me, Paul Gorski,
at gorski@edchange.org.
Quick
Index:
What
is the first step toward multicultural curriculum transformation?
What are some of the shortcomings of traditional
curricular frameworks that make transformation necessary?
What are the fundamental values of a multicultural
curriculum?
What are some of the critiques of multicultural curriculum
transformation?
These sound like important critiques. How do you
respond?
Is a multicultural curriculum the same as an Afrocentric
curriculum?
Can you suggest any resources that might offer me
professional development and support through this process?
Question:
What is the first step toward multicultural curriculum transformation?
Answer: The first step in any multicultural transformative
process is to examine the issues, biases, prejudices, and assumptions that
I carry into the classroom and how these inform my curriculum. In fact,
I must constantly engage in a process of examining and critiquing my
own perspective because this also will affect the way I approach transformation.
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Question:
What are some of the shortcomings of traditional curricular frameworks
that make transformation necessary?
Answer: For many people, it is relatively easy and convenient
to forget that the public school system in the United States has an
overtly racist, sexist, and classist history. But as we look at current
shortcomings in education within this historical context, it is important
to remember, for example, that most widespread challenges to overtly
discriminatory educational practices have occurred amazingly recently.
Legislation-backed desegregation efforts were in full-swing around forty years ago, and racial-, gender-, and socioeconomic-based
tracking were common practice even more recently--and still are, although less explicitly so. The curriculum was
Eurocentric and male-centric, both in content and perspective, virtually
ignoring the history, stories, perspectives, literature, and accomplishments
of women and people of color. Few can argue that, historically, the
public school system in the United States was largely created and maintained
for the professional and economic gain of upper-middle class and wealthy white males
and for the tracking into menial work of the poor, people of color,
and women. While conditions have improved and practices like tracking
have changed to make education more accessible to all students,
many remnants of this discriminatory history remain.
In the
case of the curriculum, thanks to the struggles and protests of those
people who were traditionally excluded from the curriculum, conditions
have improved to an extent. Students now learn about the accomplishments
of certain famous women and people of color, and even celebrate them
during Black History Month, Women's History Month, Hispanic History
Month, and other special occasions. Still, what has yet to happen is
for these histories to be woven into World History or American
History as part of the total mosaic. Many argue that monthly celebrations
only serve to further define certain groups as "the other" while the
"mainstream" curriculum is taught for the rest of the year. Others argue
that these celebrations help justify the failure of educators to
teach "Black History" in the U.S. as what it really is -- U.S. History.
Likewise,
despite the addition of some diverse content into the curriculum, most
information is still presented from a Eurocentric perspective. The most
repeated example of this is the case of Christopher Columbus. Ask any
group of people the first fact they remember learning in history class,
and most of them will say, "Columbus discovered America." This "fact"
remains the foundation from which U.S. History is built and conceptualized.
But did Columbus discover America? Through whose eyes is such a statement
true? "Manifest Destiny" or "genocide"? Similar questions can be asked
of teaching practices in Literature. From whose perspective was the
"canon" chosen? Who decided that the only "classic" literature was written
in England and the United States? Has no equally great literature been
written in Asia or Africa?
Current
curricular frameworks, though they include more and more diverse content,
fail to make any real strides toward full inclusion. Likewise, they
fail to break free from Eurocentric perspectives. As a result,
they continue to cheat all students out of a deep, multicultural understanding
of the world around them. Curriculum transformation efforts are necessary
to replace practices that simply further identify some as "the norm"
and everyone else as "the other" with practices that provide all students
with a more complete and accurate understanding of society, the world,
and themselves.
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Question:
What are the fundamental values of a multicultural curriculum?
Answer: The fundamental values of any good curriculum
are accuracy, completeness, and inclusion. Accuracy and completeness
are closely related and refer to the extent to which information presented
represents a full picture of a given topic through various sources and
perspectives. A history textbook provides a certain picture from a certain
perspetive--that of the author(s). If my history textbook indicates
that Columbus discovered America, do I present sources written by
Native Americans that likely offer a different perspective on the same
set of events? If not, I must reassess both the accuracy and completeness
of my curriculum. I, as a teacher, have a certain perspective, knowledge
base and understanding of my subject. Do I challenge myself by
reading alternative sources and expanding your understanding beyond
traditional or Eurocentric sources about my subject?
Inclusion
refers to the extent to which different voices and perspectives are
heard in my classroom. There are two levels of inclusion. When most
teachers talk about inclusion, they are referring to representational
inclusion, or the inclusion of sources or information that closely
match or represent the diversity within a particular classroom. (For
example, if I happen to have a Mexican student in my class, I must be
sure to include sources by Mexican authors in my classroom.) The second
level of inclusion is student-centered or critical inclusion, the inclusion of
the voices and perspectives of the students themselves in the educational
experience. Students are the most under-utilized educational resource
in most classrooms. A multicultural curriculum encourages them to provide
context and perspectives on all subjects covered in school.
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Question:
What are some of the critiques of multicultural curriculum transformation?
Answer: Some critiques include:
- Multicultural
curricula water down the skills and knowledge students really need
to succeed.
- Multicultural
curricula are anti-white and anti-male.
- Teachers
do not have time to teach prepare students for standardized tests
and do the multicultural stuff.
- Multicultural
education and curriculum transformation focus on differences instead
of what we have in common, and thus just add to issues of race, gender,
and class.
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Question:
Those sound like important critiques. How do you respond?
Answer: My responses:
- Multicultural
curricula water down the skills and knowledge students really need
to succeed. I would argue that traditional curricula, presenting
knowledge from a single perspective and failing to engage students
more actively in their own learning processes, represents the watered-down
version of learning. Multicultural curriculum transformation would
result in greater creative and critical thinking skills while equipping
all students with a more complete and accurate understanding of society
and the world around them rather than a uni-dimensional understanding.
- Multicultural
curricula are anti-white and anti-male. Contrary to this argument,
the goal of multicultural education and multicultural curriculum transformation
is to improve education for all students. Multicultural educators
recognize that even white male students are being cheated out of completeness,
accuracy, and student-centered inclusion in the classroom. Multicultural
curricula will challenge all students, including white males, to expand
their realms of understanding.
- Teachers
do not have time to prepare students for standardized tests and do
the multicultural stuff. Multicultural curriculum transformation
does not result in an over-abundance of new material to teach students.
Teachers can still work from their state's standards by reexamining
the way in which they teach. The transformation does not call for
teachers to cover five other people instead of Columbus. It calls
for teachers to cover Columbus in a more complete and accurate way
and from a broader, non-Eurocentric perspective.
- Multicultural
education and curriculum transformation focus on differences instead
of what we have in common, and ultimately contribute to, instead of
eliminating, racism, sexism, heterosexism, classism, and other forms
of oppression. An examination of current educational and curricular
practices indicates that ageism, sexism, heterosexism, classism, and
other forms of oppression were issues in education long before multicultural
education was conceptualized. In fact, multicultural education was
developed in response to a lack of curricular inclusiveness in public
school curricula. The fact that multicultural education focuses, in
part, on addressing these issues does not mean that multicultural
education created the issues. Multicultural curriculum transformation
simply happens to be one of the few movements that directly addresses
how racism, sexism, heterosexims, classism and other forms of oppression
have informed educational and curricular practices.
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Question:
Is a multicultural curriculum the same as an Afrocentric curriculum?
Answer: No. While multicultural education recognizes the
need for some forms of ethnocentric curriculum for students from social
identity groups that are under- or misrepresented in public
school curriculum, multicultural education ultimately aims at dismantling
the need for any -centric curriculum, as it is inconsistent with the
ideals of completeness and accuracy.
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Question:
My own education did not prepare to me to expand on more traditional
curriculum frameworks, and the administrators in my school are not supportive
of my efforts to make my curriculum more inclusive. Can you suggest
any resources that will offer me professional development and support
through this process?
Answer: Please refer to the Multicultural Pavilion's
page on Curriculum Transformation Resources.