Multicultural Education Defined
Commonly, educators have the misconception that multicultural education is simply content integration. James Banks, a pioneer in multicultural education envisioned the mission of multicultural education as "a reform movement designed to bring about educational equity for all students . . . to create a school environment that is equitable and just. Multiculturalism ultimately is a way of thinking: It's recognizing other perspectives, but it's more than recognition. It's caring, and taking action to make our society more just and humane.” (1992, p. 21) Implementing a multicultural curriculum involves a shift in traditional thinking and traditional methods. It is not enough to simply supplement the classroom library with biographies of important members of diverse cultural groups; students must be challenged and engaged in order for multicultural education to become a real and relevant experience. A focus on building critical thinking skills enables students to evaluate information, and either accept or reject its validity. Activities that encourage developing empathy for others make students more open to and accepting of differences in others.
Click on this link to read the transcript of an interview of James Banks by NEA Today's Michelle Tucker: http://www.entreculturals.pt/Media/JBanks_interview.pdf
Banks discusses his Five Dimensions of Multicultural Education
Banks, J.A. (Fall 1992). “It's Up to Us.” Teaching Tolerance, pp. 20–23.
Commonly, educators have the misconception that multicultural education is simply content integration. James Banks, a pioneer in multicultural education envisioned the mission of multicultural education as "a reform movement designed to bring about educational equity for all students . . . to create a school environment that is equitable and just. Multiculturalism ultimately is a way of thinking: It's recognizing other perspectives, but it's more than recognition. It's caring, and taking action to make our society more just and humane.” (1992, p. 21) Implementing a multicultural curriculum involves a shift in traditional thinking and traditional methods. It is not enough to simply supplement the classroom library with biographies of important members of diverse cultural groups; students must be challenged and engaged in order for multicultural education to become a real and relevant experience. A focus on building critical thinking skills enables students to evaluate information, and either accept or reject its validity. Activities that encourage developing empathy for others make students more open to and accepting of differences in others.
Click on this link to read the transcript of an interview of James Banks by NEA Today's Michelle Tucker: http://www.entreculturals.pt/Media/JBanks_interview.pdf
Banks discusses his Five Dimensions of Multicultural Education
Banks, J.A. (Fall 1992). “It's Up to Us.” Teaching Tolerance, pp. 20–23.
