GOVERNMENT POLICY

Government Policy Multiculturalism And Social Justice



Government Policy Multiculturalism and Social Justice

Introduction

It examines the varying forms of multiculturalism and their potential for addressing and responding to the many inequities and injustices in educational curriculum and instruction. Additionally, I attempt to posit a particular type of multiculturalism that is socially reconstructive and employs the tenets of critical pedagogy, as an alternative to the monocultural, ahistorical, apolitical state of teaching and learning that currently exists. Therefore, the central focus of my dissertation is examining the implications for, and feasibility of implementing a socially reconstructive form of multicultural education (Ravitch & Mitchell 2005, p. 354).

The central focus of the next study will be a synthesis of the varying forms of multiculturalism and their underlying ideologies culminating with a discussion of the type of multiculturalism that I advocate. Here, I will rely on the writings and research of Christine Sleeter and Carl Grant to distinguish between the various approaches to multiculturalism and explore the reasons most of these approaches are inadequate for addressing the current structures and systems of education that disadvantage so many poor and minority students. These two authors have informed much of my thinking about a form of critical multiculturalism that they have named multicultural education that is socially reconstructive (p. 200). Because this type of multiculturalism provides an opportunity for students to actively work towards the promotion of structural and systemic equality, it is my contention that this approach to multicultural education is best suited to the realization of my vision of excellence and equity in education for all students (Ravitch & Mitchell 2005, p. 354). Finally, throughout this study, I will refer to other multiculturalists such as Sonia Nieto in my efforts to carefully delineate the connections I have made between critical pedagogy, multiculturalism, and my belief that schools can be sites for individual liberation and social transformation (Pentony 2001, p. 60).

Discussion

Multicultural Education (MCE) is the fourth approach to multiculturalism that Sleeter and Grant explore. Realizing that the term itself may cause some confusion, the authors begin by defining this model and explaining how it differs from other multicultural practices. Multicultural Education is a popular term and a growing field of study. The term itself is one educators use increasingly to describe educational policies and practices that recognize, accept, and affirm human differences and similarities related to gender, race, disability, class, and increasingly, sexual orientation(Ogbu 2008 32) [Its societal goals include] promoting social structural equality and cultural pluralism (the United States as a 'tossed salad.') [The school goals include] promoting equal opportunity in the school, cultural pluralism, alternative life styles, respect for those who differ, and support for power equity among groups. (pp. 152-153) In its promotion of pluralism, multicultural education attempts to shift the paradigm of America as the melting pot envisioned by teaching the exceptional and culturally different proponents, to that of America as a tossed salad, or patchwork quilt.

Each person must be recognized as a member of a cohesive community around a certain conception of ...