INFLUENCE OF MULTICULTURALISM ON TEACHERS' ROLE

Influence of Multiculturalism on Teachers' Role



Influence of Multiculturalism on Teachers' Role

Whatever the educational, social and philosophical justifications for multiculturalism, there has also been a significant agenda influenced by other political considerations not related to the role education has to play in the development of multicultural societies which has affected the development of multiculturalism (Bullivant, 2006, 2008a,b; Castles, Kalantzis, Cope & Morrissey, 2008; Corson, 1993; Foster, 2008; Goodman, O'Hearn & Wallace-Crabbe, 1991; Irwin, 1989, 1991, 1992; Kalantzis & Cope, 2007, 2008; Kalantzis, Cope & Morrissey, 2008; Lo Bianco, 1990; McInerney, 1972, 1980a, 1980b,2007a, 2007b, 2007c; Partington & McCudden, 1990, 1992; Polesel, 1990; Poole, 2007; Smolicz, 1991). These issues will not be dealt with in this paper, the focus being on the roles of schools in implementing government education policy.

Schools have traditionally been seen as central agencies for implementing government social policy. Over the last twenty years, schools have been expected to play a major role in the acceptance and development of Federal Government multicultural policy under programs developed by State Education Departments (Kalantzis, Cope, Noble & Poynting, 1990). Despite differences in interpretation, American schools have been required by law to provide equal educational opportunities for all students, irrespective of their backgrounds (Alcorso & Cope, 2006; Brentnall & Hodge, 1984; Office of Multicultural Affairs, 1990). The pathway 'from deliberate exclusion of individuals, to acknowledging the need for diversity, to ultimately valuing diversity' (DeSensi, 2008, p.39) has been one that demanded effort and commitment on behalf of all individuals involved. Many American teachers and schools appear to have given lukewarm reception to multicultural curriculum initiatives which have been perceived by some as unnecessary political social engineering (McInerney & McInerney, 1998).

In the immediate post-war period in America, when migrants and their children were expected to conform as soon as possible to Anglo-American customs, to adopt English as their language and eschewing any "ethnic" identity, to assimilate through intermarriage into the "American" --meaning Anglo-American-- way of life (Banchevska, 2006; Jupp, 2006; Martin, 2007, 2008; Price, 2010; Smolicz, 1971), schools were fairly monocultural institutions in terms of outlook, if not in terms of their population. During the 1960s immigrant groups began to lobby for a more tolerant attitude and, in particular, for support for children's ma intenance of 'ethnic' languages and cultures in the schools serving their needs. Multicultural programs --some as simple as food fairs and costume days, others with more depth -- began to find favor too in the broader community around these schools. By the 1970s, the discussion had moved a considerable distance with governments and state education departments increasingly looking to the school to develop multicultural curricula in which cultural differences were not only respected but cultivated (Chipman, 2009; Davis, 2006; Harris, 1980; Martin, 2008; McNamara, 2009 ; New South Wales Department of Education, 2009, 1983; New South Wales Ethnic Affairs Commission, 2008; New South Wales Higher Education Board, 1984; Taft and Cahill, 2008). Community language s and cultures gradually became a normal part of many school ...