THE BITTER debate over the literary and historical canon that has been carried on in the popular press and in several widely reviewed books has overshadowed the progress that has been made in multicultural education during the last two decades. The debate has also perpetuated harmful misconceptions about theory and practice in multicultural education. Consequently, it has heightened racial and ethnic tension and trivialized the field's remarkable accomplishments in theory, research, and curriculum development. The truth about the development and attainments of multicultural education needs to be told for the sake of balance, scholarly integrity, and accuracy. But if I am to reveal the truth about multicultural education, I must first identify and debunk some of the widespread myths and misconceptions about it.
Multicultural education is for the others. One misconception about multicultural education is that it is an entitlement program and curriculum movement for African Americans, Hispanics, the poor,, women, and other victimized groups. The major theorists and researchers in multicultural education agree that the movement is designed to restructure educational institutions so that all students, including middle-class white males, will acquire the knowledge, skills, and attitudes needed to function effectively in a culturally and ethnically diverse nation and world. Multicultural education, as its major architects have conceived it during the last decade, is not an ethnic- or gender-specific movement. It is a movement designed to empower all students to become knowledgeable, caring, and active citizens in a deeply troubled and ethnically polarized nation and world.
The claim that multicultural education is only for people of color and for the disenfranchised is one of the most precious and damaging misconceptions with which the movement has had to cope. It has caused intractable problems and has haunted multicultural education since its inception. Despite all that has been written and spoken about multicultural education being for all students, the image of multicultural education as an entitlement program for the "others" remains strong and vivid in the public imagination, as well as in the hearts and minds of many teachers and administrators. Teachers who teach in predominantly white schools and districts often state that they don't have a program or plan for multicultural education because they have few African American, Hispanic, or Asian American students.
When educators view multicultural education as the study of the "others," it is marginalized and held apart from mainstream education reform. Several critics of multicultural education, such as Arthur Schlesinger, John Leo, and Paul Gray, have perpetuated the idea that multicultural education is the study of the "other" by defining it as synonymous with Afrocentric education. The history of intergroup education teaches us that only when education reform related to diversity is viewed as essential for all students -- and as promoting the broad public interest -- will it have a reasonable chance of becoming institutionalized in the nation's schools, colleges, and universities. The intergroup education movement of the 1940s and 1950s failed in large part because intergroup educators were never able to persuade mainstream educators to believe that the approach was needed by and designed for all students. To its bitter but quiet end, mainstream educators viewed intergroup education as something for schools with racial problems and as something for "them" and not for "us."
Multicultural education is opposed to the Western tradition. Another harmful misconception about multicultural education has been repeated so often by its critics that many people take it as self-evident. This is the claim that multicultural education is a movement that is opposed to the West and to Western civilization. Multicultural education is not anti-West, because most writers of color -- such as Rudolfo Anaya, Paula Gunn Allen, Maxine Hong Kingston, Maya Angelou, and Toni Morrison -- are Western writers. …