Reflection on Multiculturalism
Reflection on Multiculturalism
Critique of Holladay’s Perspective on Teaching Multiculturalism
In her concept of how multiculturalism should be imbibed amongst students in school, Jen Holladay argues that providing culinary inputs to match the topics being discussed in class would actually trivialize the topic being addressed. Holladay underlines he point when she says that if students were offered tacos while learning about the Mexican resistance to the French occupation (Holladay, 2013, 2:05), they would rather focus on the taste of the tacos; their appreciation of the travails of the Mexican resistance would be undermined. I disagree with Holladay’s concept that offering food of a region would undermine the focus towards multiculturalism. While the example brought out by Holladay in support of her rejection of culinary inputs is relevant, it must be said that not all instances of multicultural education would evoke such a conflict. It must be said that food brings out the sense and sensibilities of a different culture in a much stronger and diverse manner as compared to mere words. It could even be said that long after the memories of the Mexican resistance to the French die down in the students’ minds, they would remember the taste of the tacos and through the tacos, associate the Mexicans as simple and emotional people who come to the point quickly. In the same vein, ‘soul food’ during Black History month (Holladay, 2013, 1:08) would definitely set the stage for the students to immerse themselves into the culture of the people that they are trying to get a glimpse into. After all, education is complete only when it touches the various senses of the human body. Leaving the sense of taste and smell out of the equation would only lower the quantum of immersion. As far as trivializing the events of past history are concerned, it would be the role of the teacher to bring the right perspective to the class, as they much the tacos. In essence, it is important not to throw out the baby with the bathwater. If there are instances where the students’ ideas of a particular period are getting marred by the food on offer, it is for the teacher to provide the right perspective.
Holladay is also against the inclusion of ‘folklore and fables’ towards imbibing a sense of multicultural inquiry into the students. Here again, she uses the example of a Celtic folklore that provided vivid images of the female body and diverted the attention of the child from actually appreciating the culture she was supposed to get to know (Holladay, 2013, 3:45). Here again, it must be said that one swallow does not make the summer. While ‘the Sulky Girl’ may not appeal to the sensibilities of children trying to appreciate Celtic culture, the problem is not actually of the concept of putting fables into the curriculum. What is at fault is the selection of the fable. It is for the school to screen the fables before putting them into the hands of students. It can be said without doubt that the motif of the story brings about acculturation in a very vivid manner, and the motif should not be discarded because a school did not undertake due diligence in selecting the right kind of fables for its wards.
Holladay advocates that the multiculturalism to be taught to students should be rigorous in terms of content and instruction, should be designed to advance the students’ pro-social capacities and should advance social justice (Holladay, 2013, 5:02). Holladay supports this argument with her experience as a teacher, where poetry, fiction, non fiction, resistance narratives, graphing activities, geography, history, perspectives of Indians as well as explores were different layers in teaching about the westward expansion (Holladay, 2013, 11:00). Undoubtedly, a rigorous immersion of the student into the nuances of multiculturalism would help. Offering different perspectives would provide the path towards creating well-rounded personalities and help in the overarching goal of endowing the students with the power of critical thinking. To that end, I would support Holladay’s approach towards the teaching of multiculturalism in school. More channels to buttress the student’s appreciation of a different culture would definitely improve the chances of the desired lessons being brought home into the student’s subconscious.
In summary, I would agree with Holladay’s advocacy for a rigorous approach in teaching multiculturalism, but would seek to supplant the approach with culinary inputs and folklore and fables at appropriate levels as well.
Different Perspectives
Educator. Most educators would agree with Holladay’s perspective of teaching multiculturalism in school, though a substantial number would argue that the rigor of teaching must be merged with the flavors of food and fables to make the experience an all rounded one. The reasons for favoring an expansion of Holladay’s prescription have been explained above.
Politician. Politicians would generally like to see the world through their particular lenses. A black politician would like to stress upon the atrocities perpetrated upon the blacks. A conservative politician would like to extol the birth of capitalism that emerged from the westward expansion. In general, therefore, politicians would be averse to acknowledge the other side of the narrative. To their political ideologies, the other side of the narrative would effectively undermine their standing in politics. Therefore, politicians in general would be averse to the rigorous treatment of multiculturalism, and would instead prefer a focus on the aspect that they stand for.
Reference
Holladay, J. (2013, March 22). Multiculturalism in the modern world: Jay Holladay at TEDxDenverTeachers. [Video file]. Retrieved February 17, 2016, from https://www.youtube.com/watch?v=U5rKgDOs33U
