ERIC ED398290: Toward Education That Is Multicultural. Proceedings of the Annual Meeting of the National Association for Multicultural Education (1st, February 15-17, 1991).

343 Pages·1992·6.8 MB·English

by  ERIC

DOCUMENT RESUME
UD 029 986
ED 398 290
Grant, Carl A., Ed.
AUTHOR
Toward Education That Is Multicultural. Proceedings
TITLE
of the Annual Meeting of the National Association for
Multicultural, Education (1st, February 15-17,
1991).
National Association for Multicultural Education.
INSTITUTION
ISBN-0-382-16862-3
REPORT NO
PUB DATE
92
343p.
NOTE
Conference Proceedings (021)
Collected Works
PUB TYPE
Viewpoints (Opinion/Position Papers, Essays, etc.)
(120)
MF01/PC14 Plus Postage.
EDRS PRICE
Academic Achievement; Conference Pl.oceedings;
DESCRIPTORS
Counseling; *Cultural Pluralism; *Curriculum
Development; Educational Change; fducational
Planning; Elementary Secondary Education; Essays;
Ethnic Groups; Higher Education; Inner City; Minority
Groups; *Multicultural Education; Public Schools;
Social Sciences; *Teacher Education; *Teaching
Methods
Diversity (Groups)
IDENTIFIERS
ABSTRACT
Forty-three essays were delivered at a conference on
multicultural education held in 1991 and explore the ideas, beliefs,
research findings, philosophical roots, and direction of
multicultural education, along with its policy, practice, and
critical assessment. Salected essays and their authors include:
"History and Philosophy of the National Association for Multicultural
Education: Credit Cards and Blind Faith" (Duhon-Sells and Pritchy
Smith); "Toward Education that is Multicultural: Introduction to the
Proceedings" (Grant); "Multiculturalism and Education: A Conceptual
Relationship" (Bitting and Mutisya); "Culturally Responsible
Pedagogy: The 'Wisdom' of Multicultural Education" (Huber);
"Multicultural Education: The Outlook, Outreach, and Outcome for the
1990s" (Wall,er and Jacobs); "Ethnic Teacher/Ethnic Student: What Is
the Role of Shared Ethnicity in Achievement?" (Hodgden); "An
Inner-City Teacher Exchange: Teaching the Black Child in Great
Britain" (Haughton); "A Proposal for Cultural Diversity in Education:
The Minnesota Model" (Warring and Frank); "Developing a Plan for
Multicultural Education" (Foody, and others); "Multicultural,
Nonsexist Behavior Management: The San Jose State University Model"
(Grossman); "That of God in Every Person: Multicultural Education in
Experiences
a Quaker School" (O'Grady); "A Study of the Educational
of Black Male Correctional Center Inmates Who Attended Schools in
Prince George's County, Maryland" (Reed); "A Multicultural
Perspective for School and Curriculum Reform: Cultural Literacy and
Infusion in Life Science" (LeBan); "Developing Teachers with a
Multicultural Perspective: A Challenge and a Mission" (Ford);
"Implementation of a Multicultural Education in a Teacher Training
Program" (Kraig); "Infusing Multicultural Perspectives Across the
Curriculum" (Burstein, and others); "Strategies for Effective
Multicultural Education Policy in Teacher Education Programs"
(Afolayan); "Collaboration as a Key to Enhancing Teaching
Effectiveness in a Culturally Diverse Society: Implications for
Public Schools and Universities" (Mantle); "Global Education for a
Multicultural Society: An Essential Dimension in Teacher Education"
(Matriano); "Multicultural Awareness: The Development of Blacks in
Children's Literature from Its Earliest Inception through
Contemporary Times" (Carver and Thompson); "Cultural Pluralism and
the School Library" (Nauman); "Strategies for Instructing Culturally
Diverse Students" (Person and others); and "Teaching Culture-Specific
Counseling Using Microtraining Technology" (Nwachuka). (GLR)
TOWARD EDUCATION THAT IS
Multi Cultural
PROCEEDINGS OF THE
FIRST ANNUAL MEETING
NATIONAL ASSOCIATION FOR
MULTICULTURAL EDUCATION
-PERMISSION TO REPRODUCE THIS
FEBRUARY 15-17, 1991
MATERIAL HAS BEEN GRANTED BY
A G
N
TO TH' EDUCATIONAL RESOURCES
INFO!' MATION CENTER (ERIC)."
---41.
U S DEPARTMENT OF EDUCATION
Office of Fdocanonal Resoa,ch aci improverna,
EDUCATIONAL RESOURCES INFORMATION
CENTER (CRICi
document has been reproduced as
12(This
received from the person or organinticr
originating It
El Minor changes have been made to
CARL A. G
improve reproduction quality
RANT
Points of view or opinions staled in this
C.S\
document do not necessarily reprelent
official OEM position or policy
EDITOR
rs
UNIVERSITY OF WISCONSINMADISON
BEST COPY AVAILABLE
TOWARD EDUCATION
THAT IS MULTICULTURAL
Proceedings from the First Annual
National Association for Multicultural Education
February 15 -17
Meeting
1991
,
,
Carl A. Grant
Editor
University of Wisconsin-Madison
0 1992 National Association for Multicultural Education.
Published by Silver Burdett Ginn Inc., Morristown, NJ
ISBN 0-382-16862-3
3
Contents
Section One: Introduction and History
History and Philosophy of the National Association for
Chapter 1:
Multicultural Education: Credit Cards and Blind Faith
Rose Duhon-Sells and G. Pritchy Smith
1
Toward Education That Is Multicultural: Introduction
Chapter 2:
to the Proceedings
Carl A. Grant
5
Multicultural Education: Examining the Why, What, How
Chapter 3:
Carl A. Grant
10
Section Two: Perspectives
Visions of Multicultural Education for the 21st Century
Chapter 4:
Rose Duhon-Sells
14
Multiculturalism and Education: A Conceptual Relationship
Chapter 5:
Paul Bitting and P. Masi la Mutisya
18
Culturally Responsible Pedagogy: The "Wisdom" of
Cnapter 6:
Multicultural Education
Tonya Huber
28
Multicultural Education: The Outlook, Outreach and Outcome
Chapter 7:
for the 1990's
Calvin Walker and Roy Jacobs
36
Section Three: Studying Multicultural Education
Ethnic Teacher/Ethnic Student: What Is the Role of Shared
Chapter 8:
Ethnicity in Achievement?
Aurora Sanchez Hodgden
42
Chapter 9:
An inner-City Teacher Exchange: Teaching The Black Child
in Great Britain
Fannie M. Haughton
46
Chapter 10: A Proposal for Cultural Diversity in Education: The Minnesota Model
Douglas Warring and Kerry Frank
55
Developing a Plan for Multicultural Education
Chapter 11:
Margaret Foody, Iverna Minor, Jill Stewart, Ronald K. Theel,
Maxine Williams, Randy Williams, and Ernest C. Wood
62
4
ill
Multicultural, Nonsexist Behavior Management: The San Jose
Chapter 12:
State University Model
Herbert Grossman
67
That of God In Every Person: Multicultural Education
Chapter 13:
in a Quaker School
Carolyn O'Grady
73
Instructional Alignment Implications of Discrepancies
Chapter 14:
Between Six Eighth-Grade Ethnic Groups' Language Arts
Performance and High School English Teachers' Expectations
William Scott Forney
84
Chapter 15: A Study of the Educational Experiences of Black Male Correctional Center
Inmates Who Attended Schools in Prince George's County, Maryland
Jacqueline Reed
98
Improving Higher Education in the Social Sciences:
Chapter 16:
A Culture and Value Sensitive Model
Ram N. Singh
105
Chapter 17: A Multicultural Perspective for School and Curriculum Reform:
Cultural Literacy and Infusion in Life Science
Levon A. Le Ban
113
Section Four: Teacher Education
Preparing Teachers for Multicultural Classrooms
Chapter 18:
Daisy Frye Reed
122
Chapter 19: Developing Teachers with a Multicultural Perspective:
A Challenge and a Mission
Barbara Ford
132
Implementation of a Multicultural Education in a Teacher
Chapter 20:
Training Program
Glen M. Kraig
139
Chapter 21:
Multicultural Issues in Teacher Education: Meeting the Challenge
of Student Diversity
Judson Hixson
148
Chapter 22:
Infusing Multicultural Perspectives Across the Curriculum
Nancy Burstein, Sr. Kieran Vaughan, Anne Wilcoxen and Vicki Brewer
161
Chapter 23:
Multicultural/International Education and Teacher Training
Sarah E. Wright
171
Chapter 24:
Strategies for Effective Multicultural Education Policy in Teacher
Education Programs
Johnson A. Afolayan
176
iv
Chapter 25:
Collaboration as a Key to Enhancing Teaching Effectiveness
in a Culturally Diverse Society: Implications for Public Schools
and Universities
Judy A. Mantle
181
Chapter 26:
Global Education for a Multicultural Society: An Essential Dimension in
Teacher Education
Este la C. Matriano
189
Chapter 27: The International Studies Teacher Enrichment Center: A Model of
School-College Collaboration in Tennessee
James G. Hart
197
Section Five: Curriculum
Chapter 28:
Curriculum Choice: A Key Ingredient for Promoting
LiteracyOr Illiteracy
Mary Jane Nations
203
Chapter 29:
"Lives in Context"
A Multicultural Course
Constance Counts
214
Chapter 30:
Family Pedagogy: An Important Factor in Emerging Literacy
Jean M. Parenteau
222
Chapter 31: Combating American Indian Stereotypes Through Literature Study
Jim Charles
228
Chapter 32:
Multicultural Awareness: The Development of Blacks in Children's
Literature from its Earliest Inception Through Contemporary Times
Helen Bush Carver and Mary Thompson
240
Chapter 33:
Cultural Pluralism and the School Library
Ann K. Nauman
247
Chapter 34:
Pride in Free People of Color: The Creole-Louisiana Connection
(1803-1865)
Aline M. Stomfay-Stitz
253
Chapter 35:
Beyond Miseducation: A Global Analysis of African Education
Collette M. Hopkins
261
Section Six: Instruction
Chapter 36:
Multicultural Education: The Learning Style Aspect
Dorothy N. Bowen and Earle A. Bowen
266
Chapter 37:
Perspective and Multicultural Education: How Background,
Orientation and Focus Influence Learning
William S. Forney and Judith C. Forney
277
Building a Common Culture in the Classroom
Chapter 38:
291
Fred Muskal
Strategies for Instructing Culturally Diverse Students
Chapter 39:
300
William A. Person, Neil Amos, and Robert L. Jenkins
Chapter 40: Promoting Content Literacy for the Culturally Different in the
Secondary Classroom
304
Emma T. Pitts
Chapter 41: A Select Group of African American Males' Perceptions of Barriers
to Successfully Achieving the Typical Male Familial RoIeImplications
for Educators
309
Whitney G. Harris and Ronald Blanchard
Teaching Culture-Specific Counseling Using Microtraining Technology
Chapter 42:
319
Uchenna Nwachuka
Senior Managers' Personal Values and Organization Strategy:
Chapter 43:
An Empirical Study of Executives in Jordan
328
Abdallah F. Hayajneh and John P. Eddy
7
vi
Introduction and History
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CHAPTER 1
History and Philosophy of the National
Association for Multicultural Education:
Credit Cards and Blind Faith
Rose Duhon-Sells and G. Pritchy Smith
NAME is a new professional organization committed to providing a national
forum for educational professionals to debate issues, sl.- e knowledge, develop
and
new knowledge, and promote research, scholarship and educational policy
practice in the field of multicultural education. For several years, individuals who
were members of the Association of Teacher Educators' Special Interest Group on
Multicultural Education talked about the need for a national professional
organization that extended beyond teacher educators in colleges of education to
bring together professionals with an interest in multicultural education from all
academic disciplines and from multiple levels and types of educational institutions
and occupations. We continued to talk, but never took action. At the 1990
Association of Teacher Educators' Annual Meeting in Las Vegas on February 7,
Rose Duhon-Sells, a former chair of ATE's Multicultural Education Special Interest
Group, invited several people to her hotel room and challenged them to work
together and create NAME. Minutes of this meeting indicate that the following 17
people were present: James E. Anderson, H. Prentice Baptiste, Jr., Lesley McAvoy
Baptiste, Charlotte R. Bell, Samuel Bolden, James Boyer, Glenn A. Doston, John
Hendricks, Rose Marie Duhon-Sells, Tonya Huber, Alfread G. Mouton, Cornel
Pewewardy, G. Pritchy, Helen Ralls-Reedes, Samuel E. Spaght, Maureen
Vanterpool, and Doris C. Vaugn. By virtue of their presence in the room at this first
meeting where NAME's beginning was planned, these people were designated the
founding members of NAME. The decision was made that day to work toward
launching NAME through a national conference to be planned to overlap with the
pre-session seminars and clinics of the 1991 ATE Annual Meeting in New Orleans.
Thus, the idea of the First Annual NAME Conference of February 16-17,1991 was
bor i. Perhaps it was an act based on blind faith that NAME was to be launched
witl out membership, without funds, and without a formal governance structure.
Approximately 500 people attended NAME's first conference. They came from
almost every state in the nation and from several countries. They were from many
professions, academic disciplines and levels of education. They were classroom
teachers; school, community, and college administrators; instructors; students; civil
servants; and community organizers. Carl Grant from the University of Wisconsin-
Madison and Geneva Gay from Purdue University delivered keynote addresses,
and others provided over 150 workshops, symposia, and paper presentations.
Exhibitors also made their contributions to the conference. The participants
9
1
became excited at the prospect of the .reation of an organization that speaks for
diversity. NAME's first conference was a momentous occasion. Hardworking,
committed people came forward from across the nation to create NAME's identity
and to shape its destiny. By the end of the covjerence, committees had been formed
to govern and carry out the functions of this new professional organization
One of the founding myths that arose from this conference was that it was an
organization founded on "Rose Duhon-Sells' and Pritchy Smith's blind faith and
credit cards." As is true of most myths, this story is only partially true.
It is true
that blind faith and credit cards played a role in the creation of NAME, but it
would be arrogant and disrespectful to others not to credit NAME's creation to
literally hundreds of people who worked to make NAME a reality. NAME's
creation cannot even be credited only to its founding members, much less to two
individuals. It would be proper to name all of the individuals who planned and
worked to brinq the first conference to fruition, but due to the number it is not
possible. An attempt to name all of these hardworking individuals from faculty
memory undoubtedly would result in the omission of the names of many who
would go unrecognized. In the future, it should be said that NAME's creation is to
be credited only to ancestral memory, to all who wrote, thought about, and
practiced multicultural education during the past 25 to 30 years that the term
multicultural education has been used in professional literature. Indeed, more
important than its origin are NAME's philosophy and future.
NAME is committed to a philosophy of inclusion that embraces the basic tenets of
cultural pluralism. NAME celebrates cultural and ethnic diversity as a national
strength that enriches society NAME contends that the glue that forms the bond
within and among societies is a commitment to understanding and respecting the
multitude of differences reflected wherever humanity resides on the globe.
Due to the tendency of one group to amass and use power against other groups,
justice is central to the philosophy of NAME. That is, NAME believes that
multicultural education promotes equity for all regardless of culture, ethnicity,
race, language, age, gender, sexual orientation, or exceptionality. Thus, fair and full
participation in society's institutions is paramount as both means and end in
NAME's philosophy. It follows that xenophobia, discrimination, ethnocentrism,
racism, classism, sexism, and all other forms of bigotry are societal phenomena that
are inconsistent with principles of democracy. These are harmful to the common
good and lead to the counterproductive reasoning that differences are deficiencies.
NAME recognizes that multicultural education is not only about diverse groups
but also involves the individual's quest to understand and respect his/her own
cultural heritage. Moreover, it involves the development of the knowledge, skills,
and attitudes to become functional within other ethnic cultures in addition to the
mainstream culture. Multicultural education enables the individual to believe in
his/her intrinsic worth, to transcend monoculturalism and ultimately, to become
multicultural. This developmental process is at the center of the individual's noble
quest to define one's relationship and responsibility to the common good in an
interdependent global society.
2