“In anti-racist education we use knowledge to empower people and to change their lives” (Au, 2014).
In section one of Rethinking Multicultural Education: Teaching for Racial and Cultural Justice, anti-racist orientations within North American classrooms are addressed. Each of eight chapters focus on the role and realities of multiculturalism, racism, and colonialism within academic environments. Specifically, the major theme that this section addresses revolves around dominant-discourse favourability. Through the eight authors’ research, readers learn that traditional forms of literacy development are problematic as they are plagued by narratives and lessons that are Euro-centric in nature. Using interviews with real-life teachers, students, researchers, and social-activists, this collection of essays provides authentic, diverse, and comprehensive accounts of racism within the field of education from both an educators’ and learners’ perspective.
THE ROLE OF TEACHERS
In regards to the representation of educators, this section of Rethinking Multicultural Education, is empathetic of the pedagogical strife that many teachers face when addressing racism in the classroom. Rather than indicting educators of brainwashing students to unconsciously support racist sentiments within their lessons, the essays are mindful of the struggles that teachers face within schools. On one end, Enid Lee (2014) explains that while many educators have good intentions to make their classrooms inclusive multicultural spaces, there is often limited money within school systems to do so. Furthermore, in terms of diversity and white privilege, Christine Sleeter (2014) argues that even though there is a great deal that can be done to educate non-minority teachers, teaching programs often result in a superficial understanding of racist issues within education. She notes that this lack of guidance and support can put a toil on teachers as they are then, forced to believe that they have to take on issues of racism all by themselves (Au, 2014). With a lack of financial and moral support, we see that teachers are not always to blame for a lack of multicultural material within school systems.
Along with addressing the reality of struggle and accessibility, in this section, readers also learn about the anti-racist power that educators hold within society. Through this collection of essays and interviews, we see that by taking even the smallest risks within their practices, teachers can be role models for inclusivity. While there is hesitancy to approach issues of multiculturalism and racism within the classroom—out of fear that students will become emotional or angry—we learn that it is important that teachers inform children about the realities of discrimination (Au, 2014). Then, to ensure that academic environments are supportive spaces that dispel racial shame and stigma, it is clear that educators must step up and alter their practices to embrace all the bodies in their classrooms (Au, 2014). In the end, we learn that it is teachers who play a large role in setting children up for their understanding of social justice issues within society. Thus, multicultural and anti-racist education starts with teachers being facilitators and role models of acceptance and inclusivity.
THE ROLE OF STUDENTS
In terms of students, this section of Rethinking Multicultural Education places children and adolescents in an equally as important role within anti-racist education as teachers. Specifically, through the eight essays, we learn that students act as a means of inspiration and hope for change in the future. Enid Lee (2014) explains in her interview, that the bodies from different races and backgrounds can bring profound perspectives to a classroom community. Through students sharing their own experiences and traditions within unit plans, we see that children can use their personalized knowledge to empower others to be more accepting of different voices within society (Au, 2014). Furthermore, Bill Bigelow (2014) also supports this student-centred approach to anti-racist education by arguing that there is power in inviting children to be detectives within the curriculum. He reasons that when students are invited to question the racial injustices embedded within the curriculum, they not only become active members within their schools and but also within society more generally (Au, 2014).
SHIFTS IN UNDERSTANDING
By outlining the experiences of teachers and students within traditional (and often racist) education systems, part one of Rethinking Multicultural Education helps us rethink what counts as literacy in modern society. Through the eight essays, we learn that literacy is not just the ability to read and write: instead, it is also the ability to feel comfortable and connected to language learning. Specifically, in order to foster comprehensive literacy practices within schools, teachers must embrace primary and secondary discourses within the classroom. Rather than solely focussing the curriculum on Eurocentric ideals of language and history, educators must also incorporate students’ voices that are outside the dominant discourse. By providing students the opportunity to share their diverse identities within the classroom, educators can then create a space that fosters personalized literacy development.
To further the progress of personalized and anti-racist literacy practices, this section of Rethinking Multicultural Education also outlines how teachers and students can take a critical stance within the classroom. On one end, we learn that in order to abolish racial barriers and stereotypes, teachers must move beyond sharing literary texts, images, and films that are from a typical European point of view: instead, educators must make room for other cultural perspectives that go beyond the dominant discourse (Au 11). In terms of surface level adaptations, this could include multilingual signage, dictionaries, or cultural festivals. However, while surface level adaptations are useful, through a critical lens we see that they are not enough to make a classroom truly anti-racist. Instead, through the eight essays we learn that teachers must also adjust their curriculum to include the voices and experiences of students. When children are allowed to share the language, culture, and history of their families, they then have the opportunity to play a truly active and personalized role within their learning.
PERSONAL EXPERIENCE
As a student teacher and self-proclaimed history buff, what resonated with me most in part one of Rethinking Multicultural Education was the reality of ‘foreign policy’ exposure in elementary curriculum. In fact, through Bill Bigelow’s essay, “Once Upon a Genocide, Columbus in Children’s Literature” especially, I was inspired to explore traditional classroom literacy practices through a more critical lens. Specifically, I learned that children’s literature in elementary school often plants seeds of exploitation and racism and these seeds actually take root in life outside the classroom (Au, 2014). While we would like to think that we live in a country that is “colour-blind,” lessons that focus exclusively on the experiences and stories of White figures reduce the credibility and respect of other cultures within society. As a result of this one sided Eurocentric curriculum, students begin to be unconsciously conditioned to support the rule of White figures and voices over those of minority groups. Now, I understand that when teachers avoid sharing stories of racism, they promote historical inaccuracy, ignorance, and indifference among their students.
Overall, after reading this section of Rethinking Multicultural Education, I personally believe that children are never too young to learn about the reality of racism within their literacy instruction. In order to fully embrace multicultural and anti-racist education, teachers need to allow multiple cultures to have a voice within the curriculum. By including minority perspectives in elementary literacy practices especially, teachers not only foster empathy and critical thinking but they also reinforce reconciliation and empathy from a young age. As outlined by the eight authors in section one, teachers can easily and effectively alter their lessons to promote student understanding and acceptance of various primary discourses at multiple levels. By encouraging students to not only to question the injustices within traditional literacy practices, but also allowing them to share their families’ stories within the curriculum, teachers implicitly invite children to counteract the racial injustices embedded within society.
- Cristina G.
Reference: Au, W. (Ed.). (2014). Rethinking multicultural education: Teaching for racial and cultural justice. Rethinking Schools.
Overall, after reading this section of Rethinking Multicultural Education, I personally believe that children are never too young to learn about the reality of racism within their literacy instruction. In order to fully embrace multicultural and anti-racist education, teachers need to allow multiple cultures to have a voice within the curriculum. By including minority perspectives in elementary literacy practices especially, teachers not only foster empathy and critical thinking but they also reinforce reconciliation and empathy from a young age. As outlined by the eight authors in section one, teachers can easily and effectively alter their lessons to promote student understanding and acceptance of various primary discourses at multiple levels. By encouraging students to not only to question the injustices within traditional literacy practices, but also allowing them to share their families’ stories within the curriculum, teachers implicitly invite children to counteract the racial injustices embedded within society.
- Cristina G.
Reference: Au, W. (Ed.). (2014). Rethinking multicultural education: Teaching for racial and cultural justice. Rethinking Schools.
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