Multicultural education (MCE) is a foundation of curriculum studies with an extensive history of debate and progress that harkens back to the earliest formations of public education in the United States. MCE can be viewed as both a philosophical and a pedagogical concept. As a philosophical concept, MCE is rooted in the ideals and values of democracy, social justice, equality, equity, and the affirmation and equal recognition of human diversity. MCE critiques the monocultural curriculum and ethos of the current and prevailing Eurocentric system of education and other racist structures in the United States. As a pedagogical philosophy of democracy, MCE advocates inclusion and promotes equal educational opportunity for all. MCE considers diversity to be one of the greatest strengths of the United States and regards free association and communication as valuable to human development. As a pedagogical philosophy of democracy, MCE is not static, and, although the ideology and conceptual lenses—equality, equity, social justice—remain firmly in place, the framing of MCE has been modified to welcome concepts other than race, socioeconomic status, and gender, and to facilitate deliberate discussions of power and privilege. MCE as a pedagogical philosophy of democracy seeks a fair playing field for all students and does not advocate the superiority of one culture or one group of students over the others.
Although Black scholars at the turn of the 20th century consistently discussed the need for greater curriculum diversity and the recognition of contributions by people of color, forms of MCE in K-12 and higher education primarily evolved from the Civil Rights Movement of the 1960s. During the Civil Rights Era, advocates challenged the primacy of whiteness in textbooks and argued for accuracy in reporting the history and culture of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, ethnic studies courses became a part of the curriculum at numerous high schools and colleges, and ethnic studies departments and programs were established at several universities. It was during this period of social reform that the K-12 MCE movement began to emerge.
Multiculturalists argue for a curriculum that takes the child’s experience into account: a culturally relevant curriculum that is fluent and authentic in the design to meet the needs and interests of students and to prepare them for citizenship and the workforce. A multicultural curriculum should include content, multiple perspectives, visuals, critical questioning, and the practice of democracy. The field of education research and practice has evolved to a focus on social justice as curriculum. Social justice education reframes the curriculum to concentrate on past and present political events and societal perspectives that highlight issues of oppression and marginalization from institutional and structural positions, moving away from a focus on the interrelated nature of individuals and groups embedded in the foundations of MCE. Similarly, the revival of K-12 Ethnic Studies is a notable outgrowth of critical multicultural spaces. Ethnic studies courses attempt to bridge students’ lived experiences and the historic and current experiences of Americans to deconstruct and reconstruct school content, teachers’ pedagogical practices, and the hidden curriculum of whiteness and white privilege. As MCE continues to evolve, the related philosophy, concepts, and outcomes remain a vital component of the American curriculum.
Engagement and Attainment: The Longer-Run Effects of Ethnic Studies
