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Multicultural Curriculum Reform Approaches 

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Multicultural Curriculum Reform Approaches 

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What does multicultural education currently look like?

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What does multicultural education currently look like?

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Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical studies in education, 50(3), 213-229.

Kramsch, C. (2004). The language teacher as go-between. Utbildning & Demokrati – Tidskrift För Didaktik Och Utbildningspolitk, 13(3), 37–60. https://doi.org/10.48059/uod.v13i3.781

Kubota, R. (2004). The Politics of Cultural Difference in Second Language Education. Critical Inquiry in Language Studies, 1(1), 21–39. https://doi.org/10.1207/s15427595cils0101_2

Kubota, R., & Austin, T. (2007). Critical Approaches to World Language Education in the United States: An Introduction. Critical Inquiry in Language Studies, 4(2–3), 73–83. https://doi.org/10.1080/15427580701389367

Darvin, R. (2015). Representing the Margins: Multimodal Performance as a Tool for Critical Reflection and Pedagogy. TESOL Quarterly, 49, 590–600. https://doi.org/10.1002/tesq.235

Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191

Norton, B. (2019). Identity and Language Learning: A 2019 Retrospective Account. The Canadian Modern Language Review, 75(4), 299–307. https://doi.org/DOI: 10.3138/cmlr.2019-0287

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman.

Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of Practice as a Social Theory of Learning: A Conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139–160. https://doi.org/10.1080/00071005.2015.1133799

Shepherd, S. (2012). Responsive teaching and learner centredness. In Innovations in English language teaching for migrants and refugees (pp. 165–176). British Council. https://www.teachingenglish.org.uk/article/innovations-english-language-teaching-migrants-refugees

Peirce, B. N. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803

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What strategies do they suggest that you agree or disagree with?
What would you incorporate into your classroom?

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Fique Leaf- Celebrating diversity without critical engagement with traditional knowledge. Celebrating diversity without integrating into corpus knowledge to be considered relevant 

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Fique Leaf- Celebrating diversity without critical engagement with traditional knowledge. Celebrating diversity without integrating into corpus knowledge to be considered relevant 

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1. "In this view, student-centred learning does not presuppose that the teacher is invisible in the classroom, who simply affirms student experience but has little authority or expertise to provide direction and critique of such experience. The challenge for the teacher is to develop a practice which, as Simon (1992) argues, acknowledges student experience as legitimate curricular content while simultaneously challenging both the substance and the form of such experience" (Norton, 2000)

2. "Methodological competence (savoir enseigner) within a mediational pedagogy is not merely the ability to design effective exercises for Monday morning. It entails maintaining a principled vigilance and de-centeredness from which teachers can teach their students how to view themselves as the “other”. It can serve as a pedagogic principle for teaching students how to recognize conventional views and to take more critical stances visà-vis those views." (Kramsch, 2004)

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Inversed Orientalism- Celebrating the “other” and still keeping them marginalized, Celebrating “otherness”

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Inversed Orientalism- Celebrating the “other” and still keeping them marginalized, Celebrating “otherness”

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1. "Critical multiculturalism in which language teachers need to go beyond simply affirming and respecting the culture of the Other and romanticizing its authentic voices’ (Kubota, 1999, p. 27). She suggests, instead, that such teachers need to explore how cultural differences as a form of knowledge are produced and perpetuated, and how teachers can work towards social transformation." (Norton, 2000)

2. “Instructors teach classes with content that spans from celebrating difference and the unique contributions of cultural groups to content that critiques power and privilege and seeks to prepare pre-service teachers as social justice advocates.” (Gorski, 2009, p. 327)

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Allowing students to share their knowledge and engage in content to become part of teaching process 

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Allowing students to share their knowledge and engage in content to become part of teaching process 

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1. What knowledge should a teacher draw from when making decisions about what to teach and how to teach it?
What knowledge should a teacher use when deciding if a student is making adequate academic progress?
What knowledge should a teacher use to determine if she/he is successfully meeting the pedagogic and curricula needs of all students?
What knowledge should a teacher use to address instances of student misbehaviour in the classroom? (Brown, 2013, p. 332)

2.  “the challenge of innovation we face is not pragmatic (we have vast repertoires of practices to prepare teachers), but epistemic: shutting the ontological ways we and our novices think the world, and re-mediating who our novices (and we) are, in relation to the subaltern Other they find themselves teaching by connecting the affective to the mundane.” (Dominguez, 2019, p. 53)

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Moving away from “banking” power structure of teachers as knowledgeable to give wisdom and students as blank slates. Educationalist Locke (1963) theorized that a “child's mind must be educated before he is instructed, that the true purpose of education is the cultivation of the intellect rather than an accumulation of facts.” 

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Moving away from “banking” power structure of teachers as knowledgeable to give wisdom and students as blank slates. Educationalist Locke (1963) theorized that a “child's mind must be educated before he is instructed, that the true purpose of education is the cultivation of the intellect rather than an accumulation of facts.” 

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1. "banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole:

the teacher teaches and the students are taught;
the teacher knows everything and the students know nothing;
the teacher thinks and the students are thought about;
the teacher talks and the students listen — meekly;
the teacher disciplines and the students are disciplined;
the teacher chooses and enforces his choice, and the students comply;
the teacher acts and the students have the illusion of acting through the action of the teacher;
the teacher chooses the programme content, and the students (who were not consulted) adapt to it;
the teacher confuses the authority of knowledge with his or her own professional authority, which she and and he sets in opposition to the freedom of the students;
the teacher is the Subject of the learning process, while the pupils are mere objects." (Freire, 1968, p. 71)

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Emphasizing a standard language, which inhibits students from navigating their education through communicating in the most effective manner 

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Emphasizing a standard language, which inhibits students from navigating their education through communicating in the most effective manner 

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1. Focus on English while native language gets left behind- prohibits identity and cultural roots

2. "I have argued that the language teacher needs to help language learners bridge the gap between their learning of the target language in the language classroom and their opportunities to practice it in the wider community. In order to bridge this gap, I have suggested that the lived experiences and identities of language learners need to be incorporated into the formal curriculum. I have noted, however, that essentializing student experience will compromise the conditions necessary for reflection and critique of personal experience in the classroom." (Norton, 2000)

3. "These teachers recognize that if learners are not invested in the language practices of the classroom, learning outcomes are limited, and educational inequalities perpetuated. Further, such teachers take great care to offer learners multiple identity positions from which to engage in the language practices of the classroom, the school, and the community. In diverse regions of the world, innovative language teachers are seeking to provide learners with a range of opportunities to take ownership over meaning-making, and to re-imagine an expanded range of identities for the future." (Norton & Toohey, 2011)

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What needs to be examined and altered to help education

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Pedagogy that empowers allowing students to productively harness identity

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Pedagogy that empowers allowing students to productively harness identity

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1. "The multicultural, multilingual, and multimodal classroom is itself a complex site of competing ideologies, and how teachers are able to reflect on the worldviews that circumscribe their own dispositions is the first step toward a pedagogy that empowers." (Darvin, 2015)

2. "Thus, while identity is conceptualized as multiple, changing, and a site of struggle, the very multiplicity of identity can be productively harnessed, by both learners and teachers, in the interests of enhanced language learning and human possibility." (Norton, 2019)

3. "Important part of learning is the shaping of an identity, then one key implication for education is that you cannot give people knowledge without inviting them into an identity for which this knowledge represents a meaningful way of being" (Farnsworth et al., 2016)

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Teachers as cross-cultural mediator, working to help students form identities 

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Teachers as cross-cultural mediator, working to help students form identities 

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1. "Interpreting the world for others, and doing it well, requires not just a skill set but also a knowledge of how interpretation is done, of the cultural field in which it is done, and of the other possibilities of interpretation that surround one’s own" (Connell, 2009)

2. "Teachers in their daily work operate with forms of understanding as well as bodies of facts, and necessarily transform the culture as they convey it to the next generation" (Connell, 2009)

3. initiative and invention – the constant improvisation revealed in studies of the teaching labour process

4. "requires a depth of knowledge about the culture, and a practice of critical analysis, which only an intellectually substantial programme of teacher education will support" (Connell, 2009)

5. "If we define the language teacher as the quintessential go-between among people with various languages, and of different cultures, generations, and genders, then it might be appropriate to think of the language teacher as a cross-cultural mediator, someone who has acquired the ability to interact with ‘others’, be they native or non-native speakers, present or past writers; someone who has learned to accept other perspectives and perceptions of the world, to mediate between different perspectives, and to be conscious of their evaluations of difference" (Kramsch, 2004)

6. "Karaman and Tochon argue for building a global teacherhood, which would encourage teachers to develop the ability to engage meaningfully in intercultural dialogues and understand the complexity of cultural value conflicts. They build an analytic tool from Bronfenbrenner’s ecological model and critical systems theory in order to monitor student teachers’ development during internships abroad." (Kubota & Austin, 2007)

7. "For the teacher as professional go-between, as mediator between the educational institution and the world of peers, parents and employers, savoir means: • Knowing one’s room for intellectual and political maneuver, • Mediating between institutional constraint and educational value; between disciplines, • Mediating between commercial interests of textbook publishers and students’ needs, • Seeking opportunities for professional development and life-long learning." (Kramsch, 2004)

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What is working and we should expand upon

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1.  'what works': “we have spent the better part of two, admittedly difficult, decades focused on ‘what works’ and trying to think of new ways to arrange novice’s interactions with diverse communities, only for research to tell us time and time again that the experiences historically marginalised youth have with schooling remain difficult, marginalising, and even injurious.” (Dominguez, 2019, p. 49)

2. hubris: “this assimilative logic…is the ‘hubris of the zero-point’, a core of beliefs that validates Western ways of being, articulates exclusionary definitions of academic, personal, and social success, and privileges westernised knowledge and epistemic products, all while rendering everything else (the culture, social relations, phenotypes, ways of being in the world, knowledge, and epistemologies which emerge from the global south) as subaltern.” (Casto-Gómez, 2005)

3. mimicry: almost, but not quite: “social justice and equity efforts have been predicated on, ‘how to get working-class students of colour to speak and write more like middle-class White ones’ (Paris and Alim 2014, p. 87) + “reproducing and reinforcing the subaltern Otherness of the global south, of out and communities of colour, who may, faced with Eurocentric and Western standards and measures of success, be able almost to meet them, but never quite” (Dominguez, 2019, p. 50) + "desire for a reformed, recognisable Other, as a subject of a difference that is almost the same, but not quite..." (Bhaba, 1984, p. 126) + "distorting mirror" (Quijano, 2000, p. 222)

4. requires discomfort: "refraining from confronting coloniality in direct, assertive ways continues to enact hubris; it privileges the comfort of the White colonial mind over the affective well-being and historical suffering of the subaltern." (Dominguez, 2019, p. 53)

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Current perspective: added stress from COVID and online teaching on teacher and student

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Current perspective: added stress from COVID and online teaching on teacher and student

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Narrow standards for teachers with expectations to perform to neoliberal standards

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Narrow standards for teachers with expectations to perform to neoliberal standards

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1. "Market-oriented neoliberalism is profoundly suspicious of professionalism; it regards professions as anti-competitive monopolies. Specifically, neoliberalism distrusts teachers." (Connell, 2009)
2. "Under a neoliberal regime, educational institutions must make themselves auditable. The audit culture in education has included the push for national testing, for ‘league tables’ of schools considered as firms competing with each other, and for the creation of the teacher registration institutions which were deliberately separated from teacher education institutions. "(Connell, 2009)
3. "Those are the main services that schools offer to the market and there will be a continuing demand for them. But there is no need for the competent teacher to be able to reflect on the bodies of knowledge from which the school curriculum derives. That is the business of the central authorities, which audit the outcomes of the schools’ work. Teacher-generated curriculum becomes an absurdity, because it cannot be competitively assessed. In short, under the new regime of educational governance, the humanist model of the good teacher becomes an anachronism." (Connell, 2009)

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1. "Much of the learning that school pupils do results from the shared efforts of a group of staff, from interactive learning processes among the students, and (as the idea of the ‘hidden curriculum’ indicates) from the working of the institution around them." (Connell, 2009)

2. "Education is a process that creates social reality, necessarily producing something new" (Connell, 2009)