Julie’s Blog

By definition, transformative multicultural education seems the most simplistic of the six stages of multicultural school transformation.  However, it is the most difficult stage to realize.  I believe that this is true because it entails acknowledgment and sorting through of the most hidden and unconscious prejudices and biases of every individual concerned with the experience and climate of a school.  It’s much less difficult to recognize multicultural education represented by standards, bulletin boards and special events or assemblies as compared to matters of equitability, culturally responsive teaching and critical pedagogy.  Not only is surface multicultural education easier to identify it’s also easier to teach.  The current school environment with its emphasis on standardized tests, mastery of performance standards, progress monitoring and documentation leaves little time, energy or mental capacity for teachers to reflect and grow in regards to multicultural education and equity.  However, I am sure that most teachers and administrators would agree that transformative multicultural education is one of their primary goals as educators.  How can we, as educators, ensure that we are culturally responsive?  How can we all dig deeper within ourselves?