Curriculum, Identity & DiversityCurriculum, Identity & Diversity

-- -- It is still a long It is still a long

way to goway to go

Global Issues Global Issues

Xuan JiangXuan Jiang

Ph.D. student at FIUPh.D. student at FIU

FactsFacts

11 seconds= a high school student drops out in 11 seconds= a high school student drops out in the U.S.the U.S.

1 school day =about 7,000 students decide to 1 school day =about 7,000 students decide to drop out of schooldrop out of school

1 year= a total of 1.2 million students drop out 1 year= a total of 1.2 million students drop out from high schoolfrom high school

A report of California’s high drop-out rates A report of California’s high drop-out rates

Path of thinking solutionPath of thinking solution

Historical background and Historical background and developmentdevelopment

1776 early 201776 early 20th th 1963 2000 1963 2000 20502050

Identity Identity CurriculumCurriculum Identity and multicultural curriculumIdentity and multicultural curriculum

July 4,1776July 4,1776

We hold these truths to be self-evident, We hold these truths to be self-evident, that that all men are created equalall men are created equal, that they , that they are endowed by their Creator with are endowed by their Creator with certain unalienable certain unalienable rightsrights..

---Declaration of ---Declaration of

IndependenceIndependence

Rights>> educationRights>> education

Early 20Early 20thth Century Century

In rural In rural Georgia

Celie is a Celie is a poorpoor

uneducateduneducated young young

blackblack woman in 1909. woman in 1909.

She is only 14 whenShe is only 14 when

raped twice by a raped twice by a

man she calls Pa.man she calls Pa.

August 28, 1963 August 28, 1963

I have a dream that one day this nation will I have a dream that one day this nation will …… live out live out the true meaning of its creed: "the true meaning of its creed: "We hold these truths to We hold these truths to be self-evident, that all men are created equalbe self-evident, that all men are created equal."."

I have a dream that one day even the state of I have a dream that one day even the state of Mississippi, Mississippi, …… will be transformed into an oasis of will be transformed into an oasis of freedom and justice.freedom and justice.

I have a dream that my four little children will one day I have a dream that my four little children will one day live in a nation where they will not be judged by live in a nation where they will not be judged by the the color of their skincolor of their skin but by the content of their but by the content of their character. character.

---Martin Luther King, Jr. ---Martin Luther King, Jr. at the Lincoln Memorial, Washington D.C. at the Lincoln Memorial, Washington D.C.

U.S. = Melting Pot?U.S. = Melting Pot?   The time has long passed when people liked to The time has long passed when people liked to

regard the United States as some kind of regard the United States as some kind of melting melting potpot, taking men and women from every part of , taking men and women from every part of the world and converting them into standardized, the world and converting them into standardized, homogenized Americans. homogenized Americans. …… Just as we welcome a Just as we welcome a world of diversity, so we glory in world of diversity, so we glory in an America of an America of diversitydiversity

------Hubert H. Humphrey ((American 38th US 38th US Vice President under under Lyndon B. Johnson (1965-69) and US Senator from (1965-69) and US Senator from Minnesota (1949-64, 1971-78).Minnesota (1949-64, 1971-78).

We become not a We become not a melting potmelting pot but a beautiful but a beautiful

mosaic. Different people, different beliefs, mosaic. Different people, different beliefs, different yearnings, different hopes, different different yearnings, different hopes, different dreams.dreams.

---Jimmy Carter (American 39th US President (1977-81). ---Jimmy Carter (American 39th US President (1977-81). Nobel Prize for Peace in 2002. b.1924)Nobel Prize for Peace in 2002. b.1924)

Who lived in the U.S. in 2000?Who lived in the U.S. in 2000?

http://www.census.gov/population/www/pop-profile/natproj.html

Who will live in the U.S. in 2050?Who will live in the U.S. in 2050?

http://www.census.gov/population/www/pop-profile/natproj.html

Identity in an America of diversityIdentity in an America of diversity

Who am I?Who am I?

identityidentity–– fluid, multiple & complex fluid, multiple & complex

identity--race, gender, class & poweridentity--race, gender, class & power

Identity in the old daysIdentity in the old days

Races Races –– overt racism & simple anti-racism overt racism & simple anti-racism

eithereither subscribe subscribe

oror be punished by the moral line be punished by the moral line PowerPower–– socioeconomic inequality (class) socioeconomic inequality (class)

–– political inequality political inequality

---Nieto, Bode, Kang, & Raible, 2008, p. 179 ---Nieto, Bode, Kang, & Raible, 2008, p. 179

& 180& 180

Identity in the postmodern eraIdentity in the postmodern era-- Race-- Race

““New racism practice (subtle, institutional & New racism practice (subtle, institutional & apparently nonracial)apparently nonracial)””

““Colorblind racismColorblind racism”” is rooted in seemingly is rooted in seemingly ““non-racial dynamicsnon-racial dynamics””

--- Bonilla-Silva, 2003, p.3--- Bonilla-Silva, 2003, p.3

Colorblind & colormute in No Child Left Colorblind & colormute in No Child Left Behind (NCLB)Behind (NCLB)

Discriminatory in practiceDiscriminatory in practice Highly racializedHighly racialized An increased dropout rate among the poor, black & LatinoAn increased dropout rate among the poor, black & Latino ---Nieto, Bode, Kang & Raible, 2008, p. 181 & ---Nieto, Bode, Kang & Raible, 2008, p. 181 &

184184

Identity in the postmodern eraIdentity in the postmodern era-- Gender-- Gender

A faked girl in Japan on the right A faked girl in Japan on the right Lesbian, gay, bisexual, transgender Lesbian, gay, bisexual, transgender

P.K.P.K. Commonsense assumptions about Commonsense assumptions about

sexual identity and sexual orientationsexual identity and sexual orientation

↓ ↓

Queer theoryQueer theory

Feminist scholarship Feminist scholarship conceptualizationconceptualization

Gender studiesGender studies

Help via videoHelp via video---Nieto, Bode, Kang & Raible, 2008, p. ---Nieto, Bode, Kang & Raible, 2008, p. 183183

Multicultural Curriculum in Multicultural Curriculum in an America of diversityan America of diversity

MisconceptionMisconception Only decorating for multiple winter holidaysOnly decorating for multiple winter holidays

Only adding a unit of study about a none-dominant cultureOnly adding a unit of study about a none-dominant culture

Current situationCurrent situation****NCLBNCLB

Discriminatory in practice Discriminatory in practice

Highly racializedHighly racialized

An increased dropout rate among the poor, black & LatinoAn increased dropout rate among the poor, black & Latino

**** Dismantling/weakening bilingual education programs Dismantling/weakening bilingual education programs

**** Dismantling multicultural education programs Dismantling multicultural education programs

---Nieto, Bode, Kang & Raible, 2008, p. 179,181,184 & 185---Nieto, Bode, Kang & Raible, 2008, p. 179,181,184 & 185

Ignore?Ignore?

““This is a problem we can’t afford to This is a problem we can’t afford to accept or ignore… It’s time for all of us to accept or ignore… It’s time for all of us to come together come together – parents and students, – parents and students, principals and teachersprincipals and teachers, business leaders , business leaders and elected officials – to end America’s and elected officials – to end America’s dropout crisis.” dropout crisis.”

President Obama, March 01, 2010 http://www.whitehouse.gov/the-press-office/http://www.whitehouse.gov/the-press-office/

president-obama-announces-steps-reduce-president-obama-announces-steps-reduce-dropout-rate-and-prepare-students-college-andropout-rate-and-prepare-students-college-an

Status quo or not?Status quo or not?

 Blog results of NCLB

Google – multiculutural education

About 138,944 results for NCLB. 

About 310,000 results  

 

  Movies:

the race to no where

Waiting for superman

“ …the superheroes we’ve waiting for to save our schoolsare all around us. In fact, they might just be me and you”

---http://www.waitingforsuperman.com/synopsis

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --general direction of reform --general direction of reform

Different things to different people (heterogeneous, not Different things to different people (heterogeneous, not homogenous curriculum)homogenous curriculum)

For the poor, the marginalized & other most For the poor, the marginalized & other most educationally disadvantagededucationally disadvantaged

Against racism & Against racism & colonialism (teachers & students)colonialism (teachers & students) Curriculum as interdisciplinary product of Curriculum as interdisciplinary product of

heterogeneous sourcesheterogeneous sources Contextual understanding of the profound influence of Contextual understanding of the profound influence of

globalization on all school knowledge globalization on all school knowledge Focus on studentsFocus on students’’ own views and stories own views and stories Developing a more humanizing curriculum in and out of Developing a more humanizing curriculum in and out of

schoolschool

--- --- Nieto, Bode, Kang & Raible, 2008, p.177, 179,183-185Nieto, Bode, Kang & Raible, 2008, p.177, 179,183-185

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --teachers’ role in reform --teachers’ role in reform

Should-doShould-do: : Foster critical pedagogical practices & perspectives on Foster critical pedagogical practices & perspectives on

sociohistorically rooted inequality; sociohistorically rooted inequality; Listen to students’ ubiquitous topics;Listen to students’ ubiquitous topics; Be attentive to the complex nature of ideology & varied Be attentive to the complex nature of ideology & varied

verbal ways of identity being expressed.verbal ways of identity being expressed. Raise consciousness of global/international citizenship, i.e., Raise consciousness of global/international citizenship, i.e.,

equality to every student, common issues respecting equality to every student, common issues respecting environment, security, war, pollution, etc. environment, security, war, pollution, etc.

Challenges of substantive curriculum changes in Challenges of substantive curriculum changes in reality:reality:

The pressure of high-stakes testingThe pressure of high-stakes testing Teacher and student accountabilityTeacher and student accountability Budgetary restrictionsBudgetary restrictions ---Nieto, Bode, Kang & Raible, 2008, p. 185 & ---Nieto, Bode, Kang & Raible, 2008, p. 185 &

190190

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum -- teachers’ education in reform -- teachers’ education in reform

--potential teachers asked to think of a --potential teachers asked to think of a global/international curriculum global/international curriculum

& try to develop a lesson plan about & try to develop a lesson plan about itit

--future teachers encouraged to listen to --future teachers encouraged to listen to students’ voice during internship students’ voice during internship

-- prepare them to teach in a multi--- prepare them to teach in a multi-cultural society and develop global cultural society and develop global citizenshipcitizenship

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --parents’ role in reform --parents’ role in reform

Spend quality time with their kidsSpend quality time with their kids Cultivate and care kids as much as Cultivate and care kids as much as

they canthey can Model influenceModel influence Make effortful voice heard in publicMake effortful voice heard in public Attend workshop, seminar and other Attend workshop, seminar and other

activities for parents education in activities for parents education in school or communityschool or community

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --students’ role in reform --students’ role in reform

Encouraged to speak out their own Encouraged to speak out their own views and perspectives of them and views and perspectives of them and others, their lives, their identities and others, their lives, their identities and

their communities their communities

Respectful to disadvantaged, Respectful to disadvantaged,

peers, colored, etc.peers, colored, etc.

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --researchers’ roles --researchers’ roles

Examine the inequalities that plague Examine the inequalities that plague educational institutionseducational institutions

Be politically literateBe politically literate

---Nieto, Bode, Kang & Raible, 2008, p. 182 ---Nieto, Bode, Kang & Raible, 2008, p. 182 & 190& 190

Identity & Multicultural CurriculumIdentity & Multicultural Curriculum --other efforts in reform --other efforts in reform

Incorporation of antiracist and social justice Incorporation of antiracist and social justice topics or multicultural instructional practices topics or multicultural instructional practices or materialsor materials

Extended understanding of curriculum to Extended understanding of curriculum to contain text and talk (discourse), like but not contain text and talk (discourse), like but not limited to everyday classroom discussionlimited to everyday classroom discussion

Considering the potential silencing power of Considering the potential silencing power of colorblind ideologycolorblind ideology

---Nieto, Bode, Kang & Raible, 2008, p. ---Nieto, Bode, Kang & Raible, 2008, p. 190190

Conclusion Conclusion

Education reform and resistance to Education reform and resistance to colonization is hard, time-consuming and colonization is hard, time-consuming and struggling process; however, it is still struggling process; however, it is still possible to realize multicultural curriculum. possible to realize multicultural curriculum. in this mosaic land. This genuine equality in in this mosaic land. This genuine equality in curriculum can then really endow this curriculum can then really endow this “beautiful mosaic” place with “freedom “beautiful mosaic” place with “freedom and justice”. This successful model will and justice”. This successful model will have influence on other countries.have influence on other countries.

The long way with an happy endThe long way with an happy end

The endThe end

Thank youThank you

ReferenceReference

Bonilla-Silva, E. (2003). Bonilla-Silva, E. (2003). Racism without racists: Racism without racists: color-blind racism and the persistence of racial color-blind racism and the persistence of racial inequality in the united statesinequality in the united states. Lanham, MD: . Lanham, MD: Rowman & Littlefield.Rowman & Littlefield.

Nieto, S, Bode, P, Kang, E, & Raible, J. (2008). Nieto, S, Bode, P, Kang, E, & Raible, J. (2008). Identity, community, and diversity. In Connelly. F. Identity, community, and diversity. In Connelly. F. M., He, M. F., & Phillion, J. Michael (Eds.), M., He, M. F., & Phillion, J. Michael (Eds.), The The Sage handbook of curriculum and instructionSage handbook of curriculum and instruction (pp. (pp. 176-197). Los Angeles: SAGE Publications.176-197). Los Angeles: SAGE Publications.