ERIC Number: ED355320
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
School Haze: A Response to Louis Menand's View on Multicultural Education.
Franklin, Godfrey; Heath, Inez A.
This essay discusses multicultural education in the context of responding to an article in a national magazine, which critiqued multicultural education. This essay argues that the article, "School Daze" (Louis Menand) in "Harper's Bazaar" magazine in September, 1992, oversimplifies and misrepresents key issues of multicultural education and its benefits to U.S. society. An opening section reviews the various meanings of multiculturalism as it has been used recently and attempts to formulate a more precise definition of the term. This discussion offers seven key functions of multicultural education--to: (1) provide students with a sense of self; (2) help students understand the totality of the experiences of ethnic and cultural groups in the United States; (3) help students understand the conflict between ideals and realities; (4) explore ethnic and cultural alternatives; (5) develop decision making, social participation, and citizenship skills in students; (6) study various cultures, historical experiences, and social realities; and (7) achieve full literacy among students in at least two languages. In addition, the paper responds to several specific points in the Harper's article by arguing that multicultural education focuses on diversity among groups, that there is no majority culture throughout the United States, and that the "melting-pot" notion is not accurate for today's society. Contains 21 references. (JB)
Descriptors: Cultural Awareness, Cultural Differences, Cultural Images, Cultural Pluralism, Elementary School Students, Elementary Secondary Education, Ethnic Groups, Futures (of Society), Higher Education, Minority Groups, Multicultural Education, Periodicals, Political Issues, Politics of Education, Racial Differences, Secondary School Students
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A