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In Praise of Diversity: a Resource Book for Multicultural Education

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In Praise of Diversity: a Resource Book for Multicultural Education University of Nebraska at Omaha DigitalCommons@UNO Publications Archives, 1963-2000 Center for Public Affairs Research 1977 In Praise of Diversity: A Resource Book for Multicultural Education Milton J. Gold University of Nebraska at Omaha Carl A. Grant University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/cparpubarchives Part of the Bilingual, Multilingual, and Multicultural Education Commons, Demography, Population, and Ecology Commons, and the Public Affairs Commons Recommended Citation Gold, Milton J. and Grant, Carl A., "In Praise of Diversity: A Resource Book for Multicultural Education" (1977). Publications Archives, 1963-2000. 66. https://digitalcommons.unomaha.edu/cparpubarchives/66 This Monograph is brought to you for free and open access by the Center for Public Affairs Research at DigitalCommons@UNO. It has been accepted for inclusion in Publications Archives, 1963-2000 by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Libr ARCf1IVE IN PRAISE OF DIVERSITY: A RESOURCE BOOK FOR MULTICULTURAL EDUCATION EDITORS Milton J. Gold Carl A. Grant Harry N. Rivlin PUBLICATION CONSULTANT Maurice Basseches PROJECT DIRECTOR Floyd Waterman TEACHER CORPS • ASSOCIATION OF TEACHER EDUCATORS Washingtonr D.C., 1977 .·~ '' ·''' '· · ·' · · · · · · · · · · · · · · · · · · · ..... iv by William L. Smith · · · · '· · · · · · · · · · · · · · · · · · · .... ·vi · MULTICULTURAL EDUCATION PUBLICATIONS Forewordc-.,~- by Robert J. Stevenson •••••••••• ; ••••••••••••• ix (Published in Cooperation with the Teacher Corps) .Part One: Basic Considerations In Praise of Diversity: A Resource Book for Multicultural Education For information about this publication, or for additional copies, write to: Execu­ . This Book: Its Purposes and Contents 2 tive Director, Association of Teacher Educators, 1701 K Street, N.W., Washing- . ~~hnic Labeling and Mislabeling by H~; ~:. ~·i~ii~ ·~·d· ' ' · ' · 6 ton, D.C. 20006. · Dorothy M. Fraser · · · · · Additional Titles in This Series Pressure Points in Multicultural Education by Milton J. Gold 18 T~e ~efalchte; andbMulticultural Education: Some Personal Multicultural Education: A Functional Bibliography for Teachers . e ec wns y Carl A. Grant . 27 In Praise of Diversity: Multicultural Classroom Applications · Part Two: Ethnic Vignettes For information about these additional publications, write to: Center for Urban Education, The University of Nebraska at Omaha, 3805 North 16th Street, The Bla.ck Americans by Geneva Gay ...... The Chmese Americans by Thomas B. Lee . ..... .' . 34 Omaha, Nebraska 68110. The East European Americans by Richard J. ~i~~. 57 The ta:e~c~~d~dia;~ by Patricia A. Lqcke, Anitau~. ·~f~;fie~.' : :: . ey, aron M. Sunon, and Henri Whiteman The Italian Americans by Richard Gambino . The Jap~nese-American Experience by Bob H. ~~~~;d ....... 125 The research reported herein was performed pursuant to ContractNo. 300-76-0228, The The Jewish Americans by Nathan Glaz r ....... 139 University of Nebraska at Omaha, Center for Urban Education, with Teacher Corps, United States Office of Educatio.n, Department of Health, Education, and Welfare. The Mexican Americans by '-thur T e : ................ 163 J:l__j_ enono .. Contractors undertaking such projects under Government sponsorship are encouraged The PTue~o Ricans by Joseph Fitzpatrick and L~~;de'." ....... 176 to express freely their professional judgment in the conduct of the project. Points of rav1eso · · · · · · . 191 view or opinions stated do not, therefore, necessarily represent official U.S. Office of Education position or policy. · Part Three: Some Implications Library of Congress Catalog Card Number: 77~60644 In Praise of Diversity: Some Implications by Carl A G t and Susan L. Melnick · ran ... 214 iii ii The editors have made good use of th . ,: ' grateful for them. Responsibility f their recommendations Acknowledgments r . or e contents of the arti , emams With the authors and editors of this volum - e. forth tlso is made to Maurice Basseches served This volume was undertaken in order to provide in brief form a ~ho volume on America's pluralism for educational personnel, both those procedures ::g~:;,e f=~~s ~e~p~nsible for ma?ifold publi­ in service and those preparing to teach. The immediate charge for this ' and printing production. ITS r ts through fmal editing, volume came from leaders in the Teacher Corps who had a highly pragmatic concern since the Corps has a Congressional mandate to prepare and to reeducate teachers for children of the poor - those who are most affected by the monocultural view of America which refuses to recognize America's diversity. The editors of this volume are grateful to William L. Smith, James Steffensen and Beryl Nelson in the Teacher Corps national office for initiating this project and giving it their support throughout. To some extent this volume is an outcome of the Teacher Corps Members Training Institutes of 1975 and 1975 where the effort to implement multicultural education was limited by the scarcity of relevant materials in useful form. Floyd Waterman of the University of Nebraska at Omaha, director of the institutes, supported the pro­ posal that a publication specifically targeted for teachers be pro­ duced. He has participated in decisions on the content to be included. In like manner, Paul Collins, Executive Secretary of the New York State Teacher Corps Network, contributed to decisions affecting pub­ lication of the book and its contents. In order to obtain the most authentic treatment possible of each ethnic group included in this volume, a Panel of Consultants was named at the outset. The editors wish to express their thanks to the Panel for sharing in identification of writers, for reading the ethnic articles contributed, and for making invaluable suggestions on arti­ cles describing all ethnic groups. Under the chairmanship ofHarryN. Rivlin, the Panel included Richard Gambino, Geneva Gay, Nathan Glazer, Thomas B. Lee, Patricia Locke, Jodi Murata, Michael Novak, Carmen Rodriguez, and Arthur Tenorio. Finally, articles were sent to additional readers to secure their reaction to the articles in terms of fairness, accuracy and acceptability to the group described. The editors wish to express their thanks to Evelyn Blanchard, Josue Gonzalez, Ta-ling Lee, Irving Levine, Leonard P. Liggio, K. Patrick Okura, Madelon D. Stent, and Paul v obligation to help build respect for diversity in our nation's schools. This respect for diversity is fundamental, for without it all those who are "different" are excluded from full participation in our society. First, Teacher Corps gave recognition to proposals that addressed Preface their programs to minority children and their problems; then it en­ couraged such proposals; and, finally, it required that multicultural . education be part of any programs which it would fund. I hear America singing, its varied carols I hear. l tr ins of America's cultura sym­ Meanwhile, in Teacher Corps as in the country at large, the W alt Whitman heard the diver~e sfu~ richness that springs from dif- recognition grew that the problem was not that of a specific minority hony and celebrated the wonther t f the nation to recognize and group alone; the problem belonged to tbe whole country. Dominant p 'll it take e res o d ference. How long Wl lture to tolerate difference, an groups as well as minority groups have to believe in the value of accept the pluralism that marks~~ c;;versityl . diversity if there is to be self-respect and respect!or others as well-if to prize the value and potent!Bll t thr w off the monoculturahsm all groups are to be invited to join in the mainstream of American life A challenge confronts us. a .; a~d ~inorities alike, and to find and culture. that has oppressed us all, ma)Dfl y h 't es which feed America's In 1972 the United States Congress passed the Ethnic Heritage instead a new respect for the many er; :~d ultimately to prize and Studies Act, marking the first official recognition by Congress of the culture. First to tolerate, then to res~ec ' and for so long have been heterogeneity of America's population. Funds were appropriated for the differences that to so great a egree projects that would help develop better understanding by students of use d. edl swept under the rug an Igno~ h. our minority cultures have .been their own heritage and that of others as well. For, to the extent to .wh~~citl demeaned. New emphasiS on A pluralistic society is totally compatible ·with America's high­ ignored, they have been Imp yh 't es of Southern and Eastern est ideals. To the extent that pluralism is realized, all people may . "Y "to the en ag cultural plurahsm says es f bears· says "Yes" to Black retain a healthy ethnic pride, an abiding sense of their own culture Anglo-Saxon ore • . Europe as weil as t o our h h . hal'ns but who now stnve and a respect for, and appreciation of, the people and individuals b aug t eremc . d n and women w h o were r "Y s" to lrl· sh Cathohcs an · from ethnically and culturally different heritages. The fact that this me · f lture· says e to express their distmc we. cu db' ulturalists to prevent their condition has not been realized is painfully obvious. jews whose religion was mlsUs~ y ~o:;,~ccontributions they were to One is often struck by the dichotomy· found in some sections of entry into a new society and to nnpe e "Y " to American Indians our country where people from a majority culture may have positive hole· says es make to the country as a w ' d hen instead it might have attitudes toward an individual from another culture but express intol­ whose culture was ruthlessly sur:.resse ·~ es" to Spanish-speaking erance for that culture as a whole; or the converse dichotomy in other enriched the white man's wor : saysh'l tl'llthey offered the gifts sections where some people from the dominant culture manifest the ff d fr xclusmn w l e s peoples who su ere om e .
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