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Multicultural Education: the State of the Art National Study Report #1

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Multicultural Education: the State of the Art National Study Report #1 Multicultural Education: The State of the Art National Study Report #1 Keith A. Mcleod, Editor and National Director A Study Sponsored by the Canadian Association of Second Language Teachers J Multicultural Education: The State of the Art National Study, Report #1 All requests for additional Contents copies or permission to reprint should be addressed to Introduction 2 Keith A. McLeod, National Director. The Limitations of Multicultural Education and Anti-Racist Education John W. Kehoe and Earl Mansfield 3 Faculty of Education, University of Toronto, 371 Bloor St. West, Self-Esteem and Identity Development in White and Indian Children: Toronto, Ontario Implications for Teacher Training MSS2R7 Barry Corenblum and Robert C. Annis 9 Fax (416) 978-6775 Copyright 1993 A Fifth Grade Program to Reduce Prejudice Droit d'auteurs 1993 Frances E. Aboud 20 Social and Cognitive Determinants of Prejudice in Children Anna-Beth Doyle and Frances E. Aboud 28 Attitudes and Cultural Background and Their Relationship to Reading Comprehension in English as a Second Language: The Case of Arab Immigrants in Canada Salim Abu Rabia 34 Heritage Languages in Manitoba Public Schools 1870--1993 Eliana Handford 40 System Effects on Teacher Attitudes in a Multicultural Milieu Thomas D. Gougeon 44 The Evolution of S.T.O.P.-Students and Teachers Opposing Prejudice Darren Lund 50 Multicultural and Racism Awareness Programs for Teachers: A Meta-Analysis of the Research Josette McGregor and Charles Ungerleider 59 Education for a Multicultural Society: The UK Experience David E. Selby 64 Keith A. McLeod, National Director Zita De Koninck, Assistant Director Sponsor: Canadian Association of Second Language Teachers Supportive National Organizations: Canadian Council for Multicultural and Intercultural Education; Canadian Council for Multicultural Health; Teachers of English as a Second Language-Canada; Canadian Ethnocultural Council. The Department of Canadian Heritage, Hon. Sheila Finestone, Secretary of State, Multiculturalism and Status of Women, is providing support, as are the participating organizations, individuals, and the Faculty of Education, Univer­ sity of Toronto. Introduction Multicultural Education-The State of the Art-National Study The development of the Multicultural Education - The State of the Art, National Study had its beginning in the concernof the Canadian Association of Second Language Teachers that multicultural education or education for diversity be a fundamental aspect of all classrooms and schools. They believed that policies, curricula, teaching strategies and other aspects such as community participa­ tion were important in second language teaching and in all education. Over the twenty years since the multicultural policy was adopted in 1971, there has been a great deal of growth and development in the field of multicultural education, whether it is known under that rubric or other rubrics such as cross-cultural, inter-cultural, human rights, anti-racism or equity education. Whether there are significant differ­ ences in effect, is more problematic than the claims of the various sectors or groupings. There is little difference among the claims when one examines, for example, the views on systemic change of so-called multicultural advocates compared to those of anti-racism advocates. The desire to be doctrinaire seems to be present in this field as in several others. Perhaps the research will tell us some­ thing. It is time we looked at research instead of rhetoric; it is time we assessed where we stand; it is time to look at the state of the art. The bottom line is that multiculturalism means that human diversity is not only tolerable, but acceptable, and a recognized characteristic of the Canadian state. In the National Study the state of the art includes two different but complementary foci: examining where we are and what we have achieved, and the presentation of some of the research at the leading edge in the field. We believe that both fociare useful in examining how far we have come and where we should be heading. These ten articles, covering a variety of topics, represent the first contributions to the National Study. Further reports will include the publication of studies taking place in Francophone education, as well as some twenty other studies that are currently under way. We hope you find this first report of interest. Keith A. McLeod, National Director 2 The Limitations of Multicultural Education and Anti-Racist Education John W. Kehoe, Faculty of Education, University of British Columbia and Earl Mansfield, Faculty of Education, University of British Columbia Un compte rendu des critiques faites de l'education multi­ ing the second goal by: culturelle et une comparaison de l'efficacite des programmes (a) encouraging students to recognizedifferences within multiculturel et antiraciste. groups of people, and encouraging students to judge people on the basis of internalrather than external qualities while accepting different ways of living as The purpose of this paper is to discuss whether equally valid (Aboud, 1988); multicultural education should be modified or replaced (b) encouraging the development of empathy; with anti-racisteducation. Many criticisms are levelled (c) teaching that principles should be applied consistently; against multicultural educationand are, for the most part, (d) teaching critical thinking skills such as the recognition unsubstantiated. Critics who define multiculturalism as of fallacious arguments; "food, clothing, song and dance" are simply creating a (e) facilitating carefully structured personal contact (Amir, "straw person" which can easily be destroyed. Certainly 1976); and since 1971 no one could seriouslysuggest that such a (f) providing information about other cultures which narrow definition of multicultural education is accurate. follow the criteria of teaching about similarities, the This paper will outline the common components of nature of everyday life and positive achievements multicultural and anti-racist education and describe the (Kehoe, 1984). differences between the two. Gill et al. (1992) are probably correct when they suggest, "although multicultural and The advocates of multicultural education suggest achiev­ anti-racist education have been crudely opposed and ing the third goal by: misrepresented, we believe there are many areas of (a) institutionalizing in-school cultural celebrations in common concern" (p. VIII). In most instances the differ­ addition to those of the Anglo-Celtic majority; ences between multicultural and anti-racist education (b) encouraging retention of heritage languages; appearto be a matter of emphasis. One clear difference (c) including cultural contributions to humankind and to between multicultural education and anti-racist education Canada as part of the curriculum; is the curriculum. The effectiveness of multicultural (d) encouraging individuals to retain their original cultural curricula and anti-racist curricula will be compared. The background; and criticisms of multicultural education will be reviewed and (e) acquainting all students with their own and other their consistency with current research examined. cultures through the exchange of literature, art, dance, food, clothing, folk rhymes, religion, ethics and Multicultural Education subjective aspects of culture such as pause length, eye contact, social distance, greeting, etc. A synthesis of the components of multicultural education (Kehoe, 1984; Young, 1984; Fleras and Leonard-Elliott, 1992) Anti-Racist Education suggests three goals: 1. equivalency in achievement; 2. more positive intergroup attitudes; and 3. developing Tator and Henry (1991) argue that multicultural education pride in heritage. " ... ignores the fact that racial differences, and the racial discrimination which flows from that visible difference The advocates of multicultural education suggest achiev­ must be challenged by changing the total organizational ing the first goal by: structures of the institutions." It is not clear just what "the (a) teaching English as a second language; total organizational structure" means; however Tator and (b) changing assessment and placement procedures; Henry do list some of the major issues addressed by anti­ (c) removing ethnocentric bias from the curriculum; radst training: (d) teaching students in a manner consistent with their (a) examination of the historical roots and contemporary cultural background including psycholinguistic manifestations of racial prejudice and discrimination in variables,cognitive style, source of motivation and Canada; social organization (Tharp, 1989); (b) exploration of the influence of race and culture on (e) making contact with and encouraging participation by one's own personal and professional attitudes and the community; behaviour; changing the way we respond to racist incidents; and (f) (c) identification of and counteracting the bias and (g) ensuring that teacher expectations do not deny achieve­ stereotyping in learning materials; ment. (d) management of racial tensions and conflicts; The advocates of multicultural education suggest achiev- (e) identification of appropriate anti-racist resources for 3 incorporation into the curriculum in different subject relationship with students' home environments (Gibson, areas; 1976; Darder, 1991). There is strong support on both sides (f) development of new approaches to teaching children for emphasizing similarities instead of the differences using varying cognitive approaches to diverse learning
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