ERIC Number: ED361860
Record Type: RIE
Publication Date: 1993-Apr
A Critique of Approaches for Reframing the Paradox between the Multicultural Curriculum and Accountability.
Shapiro, Joan Polliner; And Others
This paper discusses the conflict created by two trends in education--the push for a multicultural curriculum and for accountability. Proponents of multicultural education argue that national standardized tests fail to tap diverse students' knowledge and problem-solving abilities. Approaches for reframing the paradox--diverse assessment, alternative assessment, feminist assessment, and emancipatory theory--are presented. A conclusion is that the paradox can possibly be minimized if both positions broaden the boundaries of acceptable solutions. For those who believe strongly in accountability, it is suggested that alternative means can be utilized without seriously jeopardizing the process or outcome. Alternative forms of assessment can have value in ascertaining student learning and providing yardsticks. Moreover, not only the "how" of assessment can be questioned, but the "why" and the "what." For those who believe strongly in the multicultural curriculum, it is suggested that serious discussion should occur about what should be the constants in the curriculum of American schools. (LMI)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).