Critical Inquiry Project - Multicultural Education

Multiculturalism in the Classroom By: Carrie Bishop, Amanda Omilon, Destiny Rothenburg, Katelyn Watson, and Erin Yaremcio

Inquiry Question:

What are the most effective ways of teaching in the Multicultural classroom?

The Issue

In the last 40 years multiculturalism has become a buzzword in Education. However, few know what multiculturalism truly means. In the last 20 years, the immigrant population in Alberta has nearly doubled to reach a population of just under one million people. Therefore, no matter where or what you teach, your classroom is going to be multicultural, and you need to be prepared.

Multiculturalism: a society that is characterized by ethnic or cultural heterogeneity; an ideal of equality and mutual respect among a population's ethnic or cultural groups; the policies implemented by the federal government in 1971 and subsequently by a number of provinces

History of Multiculturalism in Canada ●

1960 - Multiculturalism arouse as a response to biculturalism ○

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1971 - Prime Minister Pierre Trudeau commits to exploring state multiculturalism ○

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Quebec wanted greater protection of their language and cultural rights ■ The Government also acknowledged that there are many other languages and cultures in the country and sought to protect them all

This marks official State Multiculturalism in Canada

1973 - Canadian Ministry of Multiculturalism and Canadian Consultative Council on Multiculturalism established 1982 - Multicultural rights added to the Canadian Charter of Rights and Freedoms 1988 - Prime Minister Brian Mulroney passes the Canadian Multiculturalism Act ○

Multiculturalism Programs began being implemented and funded in schools

Multicultural Education: “Any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds… it strives to remove barriers to educational opportunities and success for students from different cultural backgrounds” (The Glossary of Education Reform) Multiculturalism can be added to… -learning content -student cultures -critical analysis -resource allocations -affirmative action -assessment and testing -curriculum and instruction “The goal of multiculturalism in Canada today is not the division, but preservation of unity.” (Bakhov)

5 Goals of Multicultural Education 1. Understand oneself through the lens of other cultures. 2. Offer students an alternative perspective to the mainstream Anglocentric curriculum. And to give opportunities to develop knowledge, understanding, and appreciation for cultures different than their own. 3. Learn the needed tools for interaction between ethnic culture, mainstream culture, and within other ethnic cultures. 4. Reduce the pain and discrimination that communities of color encounter in mainstream society. 5. Obtain the various skills for functioning in a diverse society. Adapted from Saathoff

To what extent should teachers make spaces for, or accommodate...

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Dietary Restrictions

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Cultural or Religious items, holidays, or practices

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Use of Multicultural Texts

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Specialized Schools

Dietary Restrictions Providing school food that takes cultural dietary restrictions into consideration ❏ School lunches as a source for student connectedness (Neely 1) ❏ Many school lunches do not take Religious dietary restrictions into consideration ❏ Prominent religious dietary restrictions to be aware of:

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Halal (Islam)

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No pork or pork by-products (i.e. gelatin) No alcohol Specifications on how animals are slaughtered (depending on denomination)

Kosher (Judaism)

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Specific meat (i.e. no pork, no shellfish) Dairy must come from Kosher animals Dairy and meat cannot be mixed Other regulations concerning how food is prepared

Vegetarianism (Hinduism and Seventh Day Adventists) -

No meat or fish (Hindus also do not eat eggs) Dairy is okay

Does fasting during Ramadan (Islam) affect school performance and can teachers help? ❏ Fasting occurs between sunrise and sunset, in late spring or early summer - timing depends on lunar calendar, denomination, and geographical location. ❏ Young children do not fast - the recommended age to begin is 14, but this may differ due to denomination or familial opinions ❏ Be understanding that students may be fatigued and distracted by hunger. Fasting students should be exempted from rigorous physical activity. ❏ Eid falls at the end of Ramadan, expect Muslim students to be absent.

Cultural or Religious Items, Holidays, or Practices Items:

Holidays:

Practices:

Kirpan: A dagger or miniature sword Religion: Sikh -Not wearing the kirpan on you is seen as a grievous transgression Issue: Should Sikh students be allowed to bring their kirpan to school?

Christmas, Remembrance Day, Easter, Ramadan Religions affected: Christianity, Jehovah Witness (will not participate in Remembrance Day, O’ Canada, or The Pledge of Allegiance), and Islam (fast from sunrise to sunset) Issue: How can a school be inclusive to religious and cultural needs pertaining to their participation and views on holidays?

Pillars of faith (prayer and fasting), yoga Religions affected: Islam, Hinduism/Buddhism Issue: Can schools respect and allow these practices to be performed in both Public and/or Catholic schools? -Do these practices affect education?

Kara: Iron or steel bracelet Issue: Should Sikhs still participate in team sports with jewelry?

How can teachers help? ● ●

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Focus on equity rather than equality Divert from blanket policies of “one size fits all” ○ Policy doesn’t take into account uniqueness ○ Accommodate on a need to need basis ○ Each interest of the student matters Create a balance ○ Accommodate but don’t give them full range ■ Teachers should still be able to teach and the rest of the class should not be disturbed

Specialized Schools Because not every student is looking for the same education, some Alberta schools have tailored their programs to meet specific needs.

Sports

Special Needs

Academics

Faith-based

Arts

Alternate school How do these schools relate to multiculturalism? Some of these schools are culturally exclusive.

Benefits of Standardized Schools 1. Support 2. Builds identity

5. Availability of resources specific to their needs

3. Fitting in

6. Individualized education

4. Flexibility

7. Small class sizes in some specialized schools

Drawbacks of Specialized Schools 1. Lack of integration, diversity 2. Stigma 3. Lack of other programming Issue: Should Specialized Schools be publicly funded, even though some are inherently culturally exclusive?

Use of Multicultural Texts Multicultural texts . . . - promote empathy and understanding - positively guide identity formation - introduce new perspectives

Suggested Resources https://www.cbc.ca/news/canada/calgary/alberta-human-rights-private-school-webber-academy-1.3723502 https://cpsa-acsp.ca/papers-2005/Hiemstra.pdf https://www.teachers.ab.ca/sitecollectiondocuments/ata/publications/human-rights-issues/mon-3%20here% 20comes%20everyone.pdf http://colorincolorado.org https://diversebookfinder.org

References Bakhov, I. S. (10.04.2015). Historical dimension of the formation of multicultural education in canada Vilniaus pedagoginis universitetas. doi:10.15823/p.2015.063 Burnet, J., & Driedger, L. (2011, June 27). Multiculturalism. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/multiculturalism Multicultural Education Definition. (2013, August 29). Retrieved January 31, 2019, from https://www.edglossary.org/multicultural-education/ Neely, E., Walton, M., & Stephens, C. (2015). Building school connectedness through shared lunches. Health Education, 115(6), 554-569. doi:http://dx.doi.org.ezproxy.uleth.ca/10.1108/HE-08-2014-0085 Saathoff, S. D. (2017). HEALING SYSTEMIC FRAGMENTATION IN EDUCATION THROUGH MULTICULTURAL EDUCATION. Multicultural Education, 25(1), 2-8. Retrieved from https://search-proquest-com.ezproxy.uleth.ca/docview/2007680391?accountid=12063 Temperman, J. (2010). State Neutrality in Public School Education: An Analysis of the Interplay Between the Neutrality Principle, the Right to Adequate Education, Children's Right to Freedom of Religion or Belief, Parental Liberties, and the Position of Teachers. Human Rights Quarterly, 32(4), 865-897. Retrieved from http://www.jstor.org/stable/40930338 Wood, P. K., & Gilbert, L. (2005). Multiculturalism in Canada: Accidental Discourse, Alternative Vision, Urban Practice. International Journal Urban and Regional Research, 29(3), 679-691. doi:10.1111/j.1468-2427.2005.00612.x

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