ERIC Number: ED184908
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The True Purposes of Multicultural Education.
Brown, Carlton E.
Purposes for multicultural education in recent educational literature are reviewed and a transformist conception of multicultural education is expounded. A review of educational literature published since 1968 indicates that several objectives have been touted as core purposes for multicultural education. These include developing student understanding and appreciation of various racial and ethnic groups, correcting misconceptions of the cultures and histories of ethnic groups, removing racial and ethnic prejudices, and incorporating existing ethnic cultures into the mainstream of American socioeconomic and political life. Because the author believes that none of these is the true purpose of multicultural education, he proposes a transformist conception of multicultural education--defined as underlying attitudes which encourage schools to change so that the educational process will be more meaningful and useful to the poor and disenfranchised and will provide students with a sense of social and political power. Major assumptions of this transformist conception are that American society perpetuates economic, political, and social inequalities by race and social class and that public education promotes this inequality. Suggestions for changing public education along lines dictated by a transformist conception include reorganizing the curriculum and structure so that members of poor and nonwhite communities are provided with access to social influence and power redistribution. (DB)
Descriptors: Beliefs, Cultural Awareness, Cultural Education, Educational Assessment, Educational Needs, Educational Objectives, Educational Philosophy, Educational Research, Educational Trends, Elementary Secondary Education, Ethnic Studies, Literature Reviews, Multicultural Education, Opinions, Racial Attitudes, Relevance (Education), Social Change, Values
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: New England Teacher Corps Network, Portsmouth, NH.