Sumber dari :
by Keith Wilson
Associate Professor and Director of Rehabilitation Programs Department
of Counselor Education, Counseling Psychology,and Rehabilitation
Services, The Pennsylvania State University
The idea of political correctness with the black race astounds me. I found it extremely interesting that some blacks in our class prefer to be called African American. In all of my classes...I have felt like I was stepping on egg shells as to not offend the blacks in my class. I am honestly glad it is not that big of an issue to my fellow classmates--it promotes a more comfortable, genuine environment for me to be totally honest and carefree.
Initially, the student interviewed in the case study reflected an attitude that would probably not facilitate consensus building, respect for other cultures, or fostering of cultural pluralism within different racial communities and in the classroom. However, with integrated curriculum, social activities, administrative support, and staff training, fear, ignorance, and personal detachment may be notably reduced in both students and teachers. Benefits to multicultural education can help to eliminate the crux of stereotyping, prejudice, racism, and bigotry (Fear, Ignorance, dis-ownership). Case study analyzed:
- fear: "I have felt like I was stepping on egg shells as to not offend blacks in my classes..."
- ignorance: "I found it extremely interesting that some blacks in our class prefer to be called African American."
- dis-ownership: "I am honestly glad it is not that big of an issue to my fellow classmates."
Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities. Since many institutions resist change of any kind, passive resistance on the part of the administration may simulate acceptance of the tenants of Multicultural education. Of course, excepting the tenants of multicultural education should be avoided with enthusiasm and optimism.
Administrative support for multicultural education is critical. How can a house stand if the foundation is fragile. Multicultural education will be as successful as commitment to it by school administrators. Regardless of the level of commitment (local, state, and/or national), programs initiated under the guise of multiculturalism must receive reinforcement from administrators who are accountable for the success of established multicultural initiatives. A key factor in any proposed multicultural initiative is curriculum development.
A multicultural curriculum should be considered for several reasons: a) provides alternative points of view relative to information already taught in most educational systems; b) provides ethnic minorities with a sense of being inclusive in history, science etc.; and, c) decreases stereotypes, prejudice, bigotry, and racism in America and the world. A significant demographic transformation is on the horizon for American schools. Educational institutions have been dictated too long by attitudes, values, beliefs, and value systems of one race and class of people. The future of our universe is demanding a positive change for all (Hilliard & Pine, 1990).
- Stereotype n. 1. a standardized image or conception shared by all members of a social group.
- stereotyping, prejudice, racism, and bigotry.
Gorski, P. (1995). A course in race and ethnicity. Language of closet racism [ On-line: http//curry.eduschool.virginia.edu/go/multicultural/langofracism2.html.AvailableE-mail: firstname.lastname@example.org.
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