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ERIC Number: ED134569
Record Type: RIE
Publication Date: 1975-Jun
Pages: 15
Abstractor: N/A
Reference Count: 0
Teachers for Multicultural Education.
Rivlin, Harry N.; Gold, Milton J.
Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that sameness resulted in equality. One of the problems with this thinking was that imposing assimilation upon different cultural and racial groups rarely achieved a sense of equality. The myth also existed that public schools encouraged upward mobility among the immigrants and minority groups. The death of the melting pot myth received official recognition in the United States with the passage of Title IX of the Elementary and Secondary Education Act, popularly known as the Ethnic Heritage Studies Program. At the same time, the American Association of Colleges for Teacher Education issued a comprehensive statement, entitled "No One Model American," on the melting pot's successor, multicultural education. Multicultural education is the public school's response to a revitalized cultural pluralism, which has become a predominant value in the American social fabric. Cultural pluralism views the United States as a multicultural society and stresses a new interpretation of the word "different"--different means simply different, not better than or worse. The teacher is the key person in developing a program and curriculum that will meet the goals of cultural pluralism and multicultural education. (MM)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Fordham Univ., New York, NY.
Note: Work was developed by Multicultural Component/Fordham University Teacher Corps