Multicultural Education

Multicultural education began in the United States in response to the civil rights movement during the 1960s and is defined by reformers as the ability of all students—regardless of gender, socioeconomic class, ethnic, racial, or cultural qualities—to be able to learn in school, free of prejudice and discrimination. The reform movement of the 1960s had an influence within the school system as African Americans became adamant that school curricula reflect their particular and unique points of view, history, and culture. Other ethnic groups then began insisting that their forms of cultural expression be recognized and represented in schools. After World War II, citizens immigrating to Westernized countries were often referred to as “newcomers” or “immigrants,” and expectations were that these individuals would assimilate into their “new” cultures. A focus on multiculturalism emerged when the attitudinal shift toward a cultural mosaic or pluralistic society, as opposed to assimilation into American culture, occurred.

Although multicultural education is the most common term used to describe a pluralistic education, it has also been referred to as intercultural education (especially in Europe). Other program names associated with multicultural education include multi-ethnic, multiracial, and antiracist education. Schooling that incorporates multicultural ideals within its curricula comprises a variety of courses and programs. Thus, multicultural education cannot be classified as one definable course of instruction. Courses have been developed in relation to educational justice, equality, women, ethnic and language minorities, citizens having lower incomes, and persons with disabilities. Thus, the scope of this field is broad, having an emphasis on democratic attitudes and values and teaching students the knowledge and attitudes necessary to thrive in a complex and culturally diverse world.

Multicultural education strives to reduce prejudicial attitudes and discrimination toward oppressed [Page 581]groups, support equal opportunity, foster social justice for all, and share the distribution of power equitably among all citizens regardless of cultural affiliation. A thorough and complete education cannot be based on the canons of one culture: This is one of the main ideals that teachers, school administrators, and counselors keep in mind when designing curriculum, engaging in school reform, and encouraging student action, all of which guide students toward a multicultural education. Another aim of multiculturalism is to have students learn about other cultures for the purpose of understanding their own culture in different cultural contexts. Thus, multicultural education is developed for all learners, not only for those who are ethnically diverse or marginalized. Importance within the multicultural curriculum is placed on appreciating, recognizing, and empowering diverse cultural, racial, ethnic, and language groups, thus creating in schools a cultural mosaic or ethnic pluralism. Within a democratic and multicultural society, justice, compassion, dignity, and equality for all must be strongly promoted.