Read several definitions of multicultural education

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Assignment:

How do you feel like this particular law creates and/or limits opportunities for teachers to enact multicultural curricula in their classrooms?

This week, we read several definitions of Multicultural Education. Each definition has shared and contrasting interpretations of multicultural education - its philosophy, principles, characteristics, and practices. Now, we will take a very recent real-world example to engage with deeper understanding of the sociopolitical contexts of education and how teachers must navigate a variety of demands and policies. Through this example, I hope that you can think more deeply about how American legislation and policy support and/or constrain the ability to foster multicultural education in classrooms.

The article and two videos present the topic at hand: recent Oklahoma legislation which now requires that the Bible and Ten Commandments be integrated into course curricula within the state. Across these three media pieces, you learn a bit about those who oppose this kind of movement and those who support it. There is also a larger discussion around the role that religion should play (or shouldn't play) in public schools in America:

On one side, many people hold firm the belief that church and state should be separated and that mandates for specific types of religious education (e.g. requiring the Bible be a part of curriculum) violates this idea and, additionally, could constitute a type of religious indoctrination.
On the other side, proponents of such movements describe this law as emphasizing the importance of the Bible in American history -- citing such examples as the founding of the country and Dr. Martin Luther King's prolific use of scripture in his work.

The one thing that struck me about the discussion from these pieces was that nobody discussed the importance of any other kinds of religious texts as important in American history. While the Bible might be the most popular, what might be the implications of focusing so heavily on one text?

Some questions to get you thinking about how to address this question (and to get you thinking about how to specifically integrate this week's readings and videos from the course) are provided below:

Would any of the scholars from this week (Banks, Grant, Sleeter, Nieto, Bode) think that this law represents a step towards more equitable multicultural education? Why or why not?
What might be some benefits and/or drawbacks of requiring a more explicit integration of the Bible in school curriculum? Why?
What do the definitions and perspectives of multicultural education that you have engaged with so far suggest about how multiculturalism should look in the classroom? Does that feel consistent with or contradictory to this law? Why or why not?

Reference no: EM133751494

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