CRITICAL MULTICULTURALISM Previous practice, principles and key issues

‘Multi-culturalism’ v ‘anti-racism’ Multiculturalism 1940s-1960s: assimilationist model 1970s: shift to ‘cultural pluralism’: prepare all pupils for life in a multi- ethnic Britain Inform people of other cultures to forestall racism Encourage minority ethnic pupils to engage with learning process: raise achievement

Anti-racist education Main focus: counter institutional racism, which is seen as main barrier, rather than ignorance among indigenous population Role of education: equip pupils with skills and knowledge to dismantle racist practices of institutions

Multi-culturalism: some criticisms Reduces BME culture to artefacts, traditions and customs of land of origin: steel bands, saris and samosas Ignores change and evolution in cultures: generational differences Need to take account of experiences of children of mixed heritage: adds new dimension to ‘black and white’ dichotomy Can assume multiculturalism is only relevant to black and minority ethnic pupils

Critical multi-culturalism All pupils need to value cultural diversity and challenge racist assumptions Everyone has rights and responsibilities in relation to everyone else All teachers can play a role in developing mutual knowledge, understanding and acceptance Engagement of senior management is essential

Critical multi-culturalism Structures need to be in place for taking account of pupils’ views Challenging stereotypes and introducing critical perspectives is crucial to successful practice Teachers need to present pupils with facts and share informed viewpoints

Teaching and learning Foster debate, encourage pupils to look positively at difference and examine own beliefs and prejudices Be prepared for expression of strong views: direct discussions to prevent them becoming forum for racist or prejudiced comments Make pupils aware that racism is illegal

Resources Select carefully: avoid tokenism Take particular care with clip-art: avoid the stereotypical and over-stylised Prevent distribution of extremist material or anything which could cause offence

Present broad, balanced view Give accurate picture of beliefs, practices and lifestyles of communities - avoid exoticism Don’t present minority groups as a problem or victims Explain that culture flows both ways There is no perfect or ideal culture

Challenge assumptions Show history of Britain as sequence of migrant groups Richness of English language: borrowing from others Show roots of racism: slavery, colonialism, scapegoating Present both sides of political or controversial issues

Globalisation Investigate and understand positive and negative aspects of globalisation Investigate how the media portrays economically less-developed countries

Create an open climate Encourage all pupils to take pride in their own culture Avoid targeting certain questions at particular groups of pupils