Profoundly Multicultural Questions.

Abstract

E ducators must ask themselves profoundly multicultural questions, that is, troubling questions about equity, access, and fair play—questions that examine the sociopolitical context of education and school policies and practices. Who is taking calculus and other academically challenging courses? Are programs for bilingual or special education students placed in the basement? Who is teaching the children—for example, why aren’t highly qualified teachers teaching children in low-income districts? How much are children worth—do we value some children over others? Until we confront these broader issues and do something about them, we will be only partially successful in educating young people for the challenging future. I still recall the question that my friend Maddie, also an educator, asked me a number of years ago when I was describing an initiative to bring a multicultural program to a particular urban school district. A supporter of multicultural education, she was nonetheless becoming frustrated by the ways in which many districts were implementing it. She was especially concerned that many students from that particular district were doing poorly in school, and she asked impatiently, “But can they do math?” Her question stayed with me for a long time—and prompted me to think about what it means to provide an education that is both multicultural and equitable (Nieto, 1999). Sadly, issues of equity and access are not always linked with multicultural education. Sometimes, multicultural education is seen as little more than a way to promote self-esteem, or simply as a curriculum that substitutes one set of heroes for another. When that happens, we may end up with young people who feel good about themselves and their heritage but who have few skills that prepare them for life; or alternatively, who know how to do math and science and read, but who know little about their cultural backgrounds and are even ashamed and embarrassed by them. Let me make clear that I strongly believe in multicultural education. That first exhilarating course that I took on the subject nearly 30 years ago put into words many of the ideas I had wanted to express since becoming a teacher. More recently, the term culturally responsive pedagogy has come into use and been advocated persuasively (Gay, 2000; Ladson-Billings, 1994). An outgrowth of multicultural education, culturally responsive pedagogy is founded on the notion that—rather than deficits—students’ backgrounds are assets that students can and should use in the service of their learning and that teachers of all backgrounds should develop the skills to teach diverse students effectively. Despite my great support for these philosophies, however, I am also concerned that they can be used in simplistic ways that fail to address the tremendous inequities that exist in our schools. For example, to adopt a multi-cultural basal Profoundly Multicultural Questions