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Multicultural Education & the 21st Century

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Multicultural Education & the 21st Century
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This chapter surveys the intellectual evolution of multicultural education and analyzes it within a naturalistic framework for understanding the cultural differences and the dynamics of culture contact in an increasingly diverse society. It covers the intellectual terrain, historical roots, and societal contexts and gives special attention to applications in teacher education.

SCHOLARLY DIRECTION AND
POLITICAL CONTROVERSY

Multicultural education, with its foundation in pluralism and diversity, Is grounded in the principles of democracy, equity, and justice. It demands a holistic grasp of the interactive politics involved in the creation and understanding of knowledge, learning, and the dynamics of education (Banks, 1991 1993a, 1993b, 1993c; Banks & Banks, 1993; Gollnick, 1992; Grant, 1992; Nieto, 1992, 1994). Nieto (1994) suggests that criticism originates from across the ideological and political landscape. Cummins (1992) addresses the controversy along an ideological Spectrum from right to left. Western traditionalists believe that the multicultural movement undermines the canon (i.e., established truth (Bloom, 1987; D’Souza, 1992; Hirsch, 1987; Ravitch, 1990; Schlesinger, 19921). These Western traditionalists defend the established curriculum that is dominated by Euro-American male writers (Banks, 1993b). Their critique originates from an epistemological framework that negates multiplicity and difference. In their paradigm, truth is sought through the positivist approach. Critical theorists, however, argue that the movement is anemic for restructuring education and society.

The controversy centers on how multicultural education will be defined. Nieto (1994) asserts that teaching and learning must challenge racism, sexism, and other forms of social domination and intolerance. Thus, curriculum making should incorporate the sociocultural contexts of subject matter. This leads to the realization that multiple



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