My Definition of Multicultural Education

Education is priceless to any person – regardless of culture. Throughout history, when a culture wants to oppress another, the first thing that is taken away from the oppressed is education. Literacy, the ability to communicate effectively through print, is especially targeted. With that in mind, the best way to strip a group of people of their freedom is to withhold education. That being my view, I equate knowledge with freedom. When I stand before 30 students, armed with only chalk and a smile, I would hope that I am offering them far more than the knowledge that it takes to pass TCAP next spring. I strive to arm my students with the skills to communicate effectively using Standard English. For example, I do not want my students to memorize vocabulary words. I want my students to take ownership of a word. By taking ownership of knowledge, students are ready to make informed decisions (using prior knowledge) as adults.

My definition of multicultural education is one that embraces individuals. The students involved with multicultural education are much more than percentages and test scores. These students have a wealth of experiences that are very different. Their perception of the human condition, felt through personal events and experiences, mold and shape their personalities and visions of reality. These students could offer so much to other students. The perception of reality to a child that has grown up in a high-rise in Chicago is much different than the perception of reality of a child that has grown up in Chile. These two very different individuals can offer each other various viewpoints.

My official definition of multicultural education is the following:

Multicultural Education – a process of education in which various cultures are embraced and students from various religions, values, and languages are taught through active, individualized learning experiences.

The challenges involved with targeting a specific definition of multicultural education are rooted in the prefix “multi-.” Webster’s Online Dictionary (2009) describes the word “multi-“ as “Latin, from multus much, many.” There are many variables involved with multicultural education. For example, multicultural education does not merely describe the transition of Spanish-speaking students into English-speaking students. Multicultural education describes all languages – many languages. Additionally, the same teaching strategies cannot be used for multicultural education as are used for the regular classroom teacher. The multicultural teacher must use different strategies – many different strategies.

The largest struggle facing multicultural education in the regular education classroom can be described with two words: standardized tests. The classroom teacher is faced with the challenge of teaching all of the material that will be presented on the annual standardized test. The test does not assess regular education students on the ideas involved with multicultural education. Because of that, multicultural education is not a focus in the regular education classroom. Teachers must modify instruction to make accommodations for students that struggle with English, while not holding back the English-speaking students (again, armed with chalk and a smile).

I found the following phrase, by Paul C. Gorski (2008), a refreshing view. “Schools must be active participants in ending oppression of all types, first by ending oppression within their own walls, then by producing socially and critically active and aware students.” Schools should focus on expanding student knowledge of diversity. In time, the students would become adults that are aware of diversity. These adults would embrace differences – not be scared of differences.

References

Gorski, P. (2008). Working Definition of Multicultural Education. Retrieved from

https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?

multi. (2009). Merriam-Webster Online Dictionary. Retrieved from http://www.merriam-webster.com/dictionary/multi