Since the time of Brown v. the Board of Education, schools have been working to balance both equity and equality; in more recent years, this has caused a shift towards an education that is more focused on the multicultural approach (Chapman, p.297). Multicultural education has become both possible and necessary as a result of the decision in Brown v. the Board of Education, and while the effort still persists, there are certain issues that present themselves in terms of moving this type of educational experience forward.
These issues are defined and explained by the critical race theory, a framework that uses the analysis of current and historical events in order to explain how multicultural education is both stymied and thwarted by the presence of racism to this day (Chapman, p.298). In order to be able to address this particular issue, working to remove barriers to a more multicultural education, the very structure of the classroom itself must be changed, along with the organization of classroom practices (Butin, p. 14). One such example of how this may be done is a restructuring of a history classroom, focusing around the events and all parties present within those events, including the “silent voices” as opposed to simply looking at history from the point of view in which it has always and historically been seen, through the eyes of the Protestant white male (Butin, p. 14).
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While there are many who argue against the statements made by Butin in regards to the shifting perspectives and structures in the classroom as a means of addressing the issue of failings in multicultural education, through a disregard for the manner in which he states his opinions, it is possible to see that such a teaching practice not only can be implemented, but how this particular suggested change may be utilized in regards to all cultures and not simply the silent voices that are present within American history (Kumashiro, p. 18). It is true that this change in structure and method may serve to complicate the classroom itself, especially initially; it may also work to shift the oppressive manner in which multiculturalism is viewed, not just through the eyes of the students, but through the eyes of the teachers and parents as well.
When working to apply these concepts and changes to the special education classroom, the challenge becomes further compounded, given the additional support systems and structures that are necessary within this specific type of classroom. The first step in changing this type of view is to not only shift the perspective from viewing multicultural children within the classroom as different, but to also shift the classroom teachings so that they work to focus on all cultures, as opposed to simply the culture dominant within the country in which the classroom resides (Bailey & Betts, p. 78). In addition, the students within the special education classroom often work to bind themselves, based upon the labels that are placed upon them, and instead, a shift to discussing the differences between the students, explaining the strengths and possibilities, not just with the student’s special needs, but also within their culture, it will serve to not only reduce cultural insensitivity, but insensitivity regarding the student’s disability (Bailey & Betts, p. 78). Instead, a shift from blaming the social background, or blaming the victim, i.e. the student with special needs, the focus should be placed upon determining the best learning methods for the students, their strengths, whether they be within the child themselves or as a result of their social and cultural upbringing (Baily & Betts, p.79). As a result of these shifting viewpoints, not only will it be possible to work to increase the effectiveness of education within the school system, but it will also be possible to work to ensure that America is reminded of “the fierce urgency of now” rising “from the dark and desolate valley of segregation” into the “solid rock of brotherhood” for all individuals within society (King, p.2).
- Bailey, B., & Betts, P. (2009). Culture and special education. International Journal of Special Education, 24(3), 78-84.
- Butin, D. (2002). This ain’t talk therapy: Problematizing and extending anti-oppressive education. Educational Researcher, 31(3), 14-16.
- Chapman, T. (2007). The power of contexts: Teaching and learning in recently desegregated schools. Anthropology & Education Quarterly, 38, 297-315.
- King, M. (1963). I have a dream. Retrieved from www.archives.gov/press/exhibits/dream-speech.pdf
- Kumashiro, K. (2002). Three readings of D. Butin’s commentary. Educational Researcher, 31(3), 17-18.
