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Three Examples of Multicultural Education

<><><><><>

Successful efforts towards Global Integrative Education

Producing “World Citizens”

Multicultural Education – expands “worldview,” but maybe not

enough. Let’s see….

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Representing the stage of Appreciation

H.O.P.E.H.O.P.E.Helping Overcome Prejudice EverywhereHelping Overcome Prejudice Everywhere

A four year traditional high school in Spokane, Washington, A four year traditional high school in Spokane, Washington, enthusiastically embraces its own diversity. enthusiastically embraces its own diversity.

In the photos that follow the students themselves In the photos that follow the students themselves have captured what it has meant for them. have captured what it has meant for them.

An example of highly successful An example of highly successful multicultural education in the U.S.multicultural education in the U.S.

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7 Hmong boys (from Laos as refugees after the Vietnam War)

1 Cambodian boy

1 Thai/Anglo-Canadian girl

6 African-American kids (mixed with white, native and Latino)

1 Mexican girl

1 Ukrainian girl

1 Samoan girl

4 Native-Americans (Each from different tribe)

1 Japanese/Anglo girl

8 Caucasian students

11 of the kids are bilingual. 10 are actually born abroad.11 of the kids are bilingual. 10 are actually born abroad.

Thirty-one (31) H.O.P.E. students (ages 15-18):

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H.O.P.E. is an H.O.P.E. is an electiveelective course – course –(Students ARE graded and get academic credit.)  (Students ARE graded and get academic credit.) 

It is It is an applied sociology/an applied sociology/leadership classleadership class.  . 

What students study:• human rights issues • civil rights history • multicultural and diversity issues.

What students do:• Research• Visual arts displays for schools• Community service• Prepare / teach lessons in classrooms• Put on school assemblies for other students who are not exposed to this class.

It’s not yet a It’s not yet a curriculum, curriculum, per seper se . . . . . .

TTeacher: eacher: David David SimmonsSimmons

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Global visitors come to Global visitors come to the class to teach the class to teach

about other countries about other countries and their Culture.and their Culture.

(Student PowerPoint (Student PowerPoint presentation)presentation)

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Guest dancer from IndiaGuest dancer from India

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Learning Chinese Calligraphy with

Ling Ma from Nanjing, China, February 2002

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Chinese Calligraphy–

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Everyone

is getting into

Chinese Calligraphy

Integrated into an Art

Class

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. . . teaches us about Guyana and Chinese “Skippin”

Guest speaker:

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Presentation of Hmong Presentation of Hmong Culture Culture

by Hmong studentsby Hmong students

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Native-American Stick GamesNative-American Stick Games

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Making Montana-style

Indian fry bread

Native American Culture

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Learning Native-American Stick Games

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English Second Language class English Second Language class on on Irish MusicIrish Music

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African (Maasai tribe) artist and Fulbright African (Maasai tribe) artist and Fulbright Scholar, from Kenya, May 2002Scholar, from Kenya, May 2002

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African Drumming class African Drumming class for Black History Month for Black History Month

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Visiting Visiting Japanese Japanese

college students college students

from Mukogawa,from Mukogawa,April 2002April 2002

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Visitors from Mukogawa Women's University, Japan

and a little origami

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Guest athlete from Turkey Guest athlete from Turkey

Mr. Eruc plans to kayak around the oceans Mr. Eruc plans to kayak around the oceans of the world and to climb the highest peak of the world and to climb the highest peak on each of six continents.on each of six continents.

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Educators visiting from Educators visiting from South AfricaSouth Africa

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Teachers from South AfricaTeachers from South Africa

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Educators from South Africa Educators from South Africa Visiting classVisiting class

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Educators from South Africa Educators from South Africa Visiting classVisiting class

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South Africa is creating a South Africa is creating a “Rainbow” Nation (all colors)“Rainbow” Nation (all colors)

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The Russian PanelThe Russian Panel

Students from Russia, Ukraine, Kazakhstan and Students from Russia, Ukraine, Kazakhstan and Moldova spoke and answer questions Moldova spoke and answer questions

about being a “Russian-speaking student” and about being a “Russian-speaking student” and

about about differencesdifferences between the US and between the US and their homeland.their homeland.

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The Russian PanelThe Russian Panel

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Learning Ukrainian Pysanky

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H.O.P.E. integrated into an Art Class

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Dressing the Part

Learning about the Middle East

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Fulbright Fulbright Exchange Exchange Teacher,Teacher,

Mohamed Mohamed Mouaouine, Mouaouine,

from Moroccofrom Morocco

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•Carpets

•Backgammon

•Dombak

Learning about the Middle East

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Projects on Projects on RacismRacism

and race unityand race unity

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Martin Luther King Jr. Day Convocation

“I have a dream that one day this nation will rise up and live out the

true meaning of its creed. We hold these truths to be self-

evident that all men are created equal.”

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Martin Luther King Jr. Day

Convocation

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Making a Display for Making a Display for Martin Luther King (MLK) Martin Luther King (MLK)

forumforum

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We did it! The MLK 2004 Con!*We did it! The MLK 2004 Con!*

*Convocation

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Making posters Making posters to educate ourselves to educate ourselves

and othersand others

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Created a Display Case on Race UnityCreated a Display Case on Race Unity

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Making a history “Timeline” of Making a history “Timeline” of desegregation in the U.S.desegregation in the U.S.

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Students teaching a lesson on Inter-Racial Relations

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HOPE students teaching lessons at another school

Lesson: Speaking Without Words

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At another school – Lesson: Stereotypes

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70 Rogers students attended

the Community Congress on Race Relations

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The Spring Convocation for ENTIRE

school

Students (31) taking this multicultural class impact the culture of the whole school

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Preparing for the Multicultural Convocation

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5151

5252

5353

5454

5555

5656

5757

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Students Students MAY have discovered have discovered some

“Unity in Diversity. . .”

but the consciousness is tacit, not but the consciousness is tacit, not

discussed. Students not fully aware.discussed. Students not fully aware.

The The focus is appreciation is appreciation of the “other” –of the “other” –

The method The method emphasizes emphasizes differencesdifferences rather than our rather than our

commonalities.commonalities.

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Next NEEDED stage Next NEEDED stage of Multicultural Education:of Multicultural Education:

Perception of humanity’s OnenessPerception of humanity’s Oneness

State of ConsciousnessState of Consciousness::Only “US”Only “US”

One human raceOne human familyOne human family

Consider: We may not be able to achieve “global integrative Consider: We may not be able to achieve “global integrative education” without this new perception.education” without this new perception.

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Curriculum framework for Curriculum framework for

Peace Education in Peace Education in Bosnia-HerzegovinaBosnia-Herzegovina

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A clear example: A real possibilityA clear example: A real possibility

In 2001, six years after the Dayton Peace Accord that ended the Bosnian war, the

BiH government recognized that “intellectual and psychological

reconstruction” and educational reform should be at the center of the country's

political agenda. 

Their choice came in wake of a disaster, Their choice came in wake of a disaster, can we make ours from wisdom?can we make ours from wisdom?

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Exploiting the Hard Sciences for PeaceExploiting the Hard Sciences for Peace

Already a universal curriculum (taught the Already a universal curriculum (taught the same pretty much everywhere around the same pretty much everywhere around the world).world).

Less subject to cultural bias and interpretation Less subject to cultural bias and interpretation than social sciences (e.g. history).than social sciences (e.g. history).

Never marginalized in curricula of a school. Never marginalized in curricula of a school. (Never cut from budget like the arts and (Never cut from budget like the arts and elective courses.)elective courses.)

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Chemistry Class Demonstration:  The atomic chart (right) shows that each level of complexity, built from the same components (hydrogen atoms or protons) is another level of unity, thus creating another category of diversity.  Despite the extraordinary diversity in nature, everything is made of the same stuff: hydrogen atoms.

Using the Sciences to teach “Unity in Diversity”

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Principles of Life in physical reality Principles of Life in physical reality serve as metaphor for social realityserve as metaphor for social realityWhere do we all come from? Where do we all come from? (“star stuff”)(“star stuff”)

Physics / Chemistry example: Combinations (unities) create diversityPhysics / Chemistry example: Combinations (unities) create diversity

One Proton combined = HydrogenTwo Protons combined = Helium

(This union of two atoms represents a “unity” creating a “diversity”)

3 Protons combined = Lithium4 Protons combined = Beryllium

5 Protons combined = Boron 6 combined = Propane

CONCLUSION: We are made of the same stuff. “Unity in diversity” is principle for the

construction of matter and the creation of life.

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Principles of Life in physical reality Principles of Life in physical reality serve as metaphor for social realityserve as metaphor for social reality

Where do we all come from?Where do we all come from?Biology example: Combinations (unities) create diversityBiology example: Combinations (unities) create diversity

Undifferentiated cells (all the same as they divide)Some cells assume a structure as muscle, nerve,

bone, skin (any organ in the body) tissue.Every tissue is unity creating a diversity.

Every organ is a unity creating a diversity.All the organs together create the body (a unity).

Student’s CONCLUSION: “Unity in diversity” is principle for the construction of biological

integrity. (1) Diversity is not enough.

(2) Cancer is the loss of BOTH unity and diversity.

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This presentation aims to explore the dynamics of peace through chemistry. It demonstrates that a condition of unity is a fundamental reality in the chemical realm, and necessary for life to exist.

Using the Sciences to teach “Unity in Diversity”

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This music lesson demonstrates the benefits of diversity in the context of unity for all complex

systems and organizations.

Through the “building-up” character of the performance itself, it distinguished unity-in-

diversity as a higher, more complex and more elegant state of being than uniformity or

individualistic disorder.

Using Music to teach “Unity in Diversity”

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The powerful are indifferent to the suffering masses.

But, disease, ecological disaster, and war equalize everyone.

Youth take possession of Peace Education in Bosnia-Youth take possession of Peace Education in Bosnia-Herzegovina through dramatic presentationHerzegovina through dramatic presentation

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BiH students say their WorldviewBiH students say their Worldviewis transformed by Education for Peaceis transformed by Education for Peace

1)1) powerpower will no longer be separated from love will no longer be separated from love 2)2) prejudiceprejudice will be replaced by true will be replaced by true

understanding and friendship; understanding and friendship; 3)3) humanity’s onenesshumanity’s oneness will become the basis will become the basis

of just leadership; of just leadership; 4)4) equality of women and menequality of women and men will be fully will be fully

realized; realized; 5)5) lasting unity and peacelasting unity and peace will finally be will finally be

achieved. (Now part of belief system, when achieved. (Now part of belief system, when formerly were without hope Balkan War.)formerly were without hope Balkan War.)

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Lessons from Bosnia-HerzegovinaLessons from Bosnia-Herzegovina

“…the Bosnian model teaches us that diversity can co-exist with Unity…”

Rusmir Mahmutćehajić, “The Denial of Bosnia” – 2000

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The Spirit of Humanity eventually triumphs over selfishness

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Human developmentHuman development of any sort of any sort is often thought of is often thought of

as as going through stagesgoing through stages..

The following rubric (chart) relates The following rubric (chart) relates the the development of world-viewdevelopment of world-view to to

how we handle conflicts how we handle conflicts in our relationships.in our relationships.

Premise:Premise: How we How we see ourselvessee ourselves in the world in the world

determines how we determines how we behavebehave(i.e., worldview translates to behavior).(i.e., worldview translates to behavior).

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Stages of develop-

ment

Perspective /Worldview

Principles Nature of conflict

resolution

Mode of Conflict

Resolution

Infancy World is… Me –

Perspective is still vague

Self-interest – or

as yet unformulated

Survival– based,

Need-based

Self-centered

Purpose is instinctual self-

preservation

Child-hood

World is … dangerous– “you can get

hurt”

Might is Right(domination

and submission)

Force-based(exercised by the

dominant)

Authoritarian

Purpose is conscious Self-/

group preservation

Adoles-cence

World is . . . “jungle” – You have to fight even if

you are an ant.

Survival of the fittest/

competition

Power-based Rivalry –

Struggle to “win”

Power strugglePurpose is “to win”

Maturity/

Adult-hood

World is… OneEach individual is part of something

greater than himself wherein his self-

interest lies.

Truth and

Justice

UNITY-BASEDSeeking truth, justice and

unity. Building frameworks for those who are in the relationship; i.e.,

to continue working on mutual problems.

Consultative

Purpose is Unity

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Changing the Culture of Schools Changing the Culture of Schools and surrounding communitiesand surrounding communities

Curriculum framework handed to teachers.

With guidance, the teachers did the curriculum design of their courses themselves.

“Bottom up” grants ownership. The teachers and students could say: “We did this ourselves!” (giving emotional investment and commitment.

Program mandated for all teachers by the government, so these “UNITY” principles were “imbedded” in EVERY subject in the school, thus impacting the entire curricula of the school.

Parents, administrators, and all support staff (janitors) had to study these principles also, thus impacting the home. Public peace events are impacting the wider community.

The previous screen is a synthesis by Greg Kagira-Watson of two articles and a lecture by H. Danesh, Journal of Peace Education (2001)

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Taking it to the next level?

Education for World Citizenshipis

“Peace education”

Peace education implies transformation of “worldview”

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Peace Education Peace Education

in Indiain India

UNESCO Prize for Peace UNESCO Prize for Peace Education (2002) given Education (2002) given

to the to the

City Montessori SchoolCity Montessori School

(CMS)(CMS)

www.cmseducation.orgwww.cmseducation.org

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Peace Education Peace Education in Indiain India

City Montessori City Montessori SchoolSchool(CMS)(CMS)

The World’s Largest The World’s Largest SchoolSchool

29,000 students 29,000 students K-12K-12

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CMS awarded the UNESCO Prize CMS awarded the UNESCO Prize for Peace Education (2002)for Peace Education (2002)

The Director-General of UNESCO awarded the The Director-General of UNESCO awarded the 2002 UNESCO Prize for Peace Education to the 2002 UNESCO Prize for Peace Education to the founders of the City Montessori School (India) at founders of the City Montessori School (India) at

UNESCO Headquarters.UNESCO Headquarters.

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CMS awarded the UNESCO Prize CMS awarded the UNESCO Prize for Peace Education (2002)for Peace Education (2002)

In congratulating the founders of City Montessori In congratulating the founders of City Montessori School (CMS), Mr Matsuura stressed that “a School (CMS), Mr Matsuura stressed that “a

school must act as a lighthouse for societyschool must act as a lighthouse for society, , providing direction and guidance…”providing direction and guidance…”

Director-General of UNESCODirector-General of UNESCO continued by stating continued by stating that “in India as well as in the rest of the world, that “in India as well as in the rest of the world, religious, , sectarian and and nationalistic hatreds hatreds are threatening to pull apart whole communities are threatening to pull apart whole communities

and are and are destabilizing many regions; ;

CMS is to be congratulated for CMS is to be congratulated for promoting the values of peace, religious harmony,

tolerance and coexistence among children.” among children.”

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Recognized for Holistic EducationRecognized for Holistic Education

CMS has long advocated UNESCO’s work CMS has long advocated UNESCO’s work

upholding a upholding a holistic viewholistic view of of sciencescience, ,

religion and and human values..

The 29,000 children will present an The 29,000 children will present an Appeal to World Judiciary to Appeal to World Judiciary to

“Safeguard Their Future” (Dec. 2004)“Safeguard Their Future” (Dec. 2004)

Text of earlier appeal to Kofi Annan – UNText of earlier appeal to Kofi Annan – UN

Your Lordship,Your Lordship,We, the children of the world, fear for our future and feel deeply perturbed

that humankind might perish either in a nuclear holocaust or in an eco-catastrophe. Earlier in September 1999, on behalf of the children of the

world, we had appealed to the Secretary General of the United Nations, Dr Kofi A. Annan, to safeguard our future by facilitating the formation of a ‘New

World Order’ capable of eliminating the huge nuclear stockpile and also ensuring ecological and environmental conservation on a global scale.

Dr Kofi Annan’s Reply

In his reply Dr Annan wrote to CMS that “People all over the world look to the United Nations to protect them — from

hunger, disease, violence, and natural disasters — whenever the task seems too big for nations, or regions, to handle

alone. But we at the United Nations can do nothing alone, either. Our strength is the strength of our member states, when they agree to act together for the common good.”

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Recognized for Holistic EducationRecognized for Holistic Education

The The Ministers of Human Resource Ministers of Human Resource Development, Science and TechnologyDevelopment, Science and Technology of of

India, India,

and and President of the Indian National Commission attended the award ceremony. attended the award ceremony.

CMS has long advocated UNESCO’s work CMS has long advocated UNESCO’s work through a through a holistic viewholistic view of of sciencescience, ,

religion and and human values..

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Focus of School: World CitizenshipFocus of School: World Citizenship

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Summary / Conclusion:Summary / Conclusion:

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“In keeping with the requirements of the times, consideration should also be given to teaching the concept of

world citizenship as part of the standard education of every child."

(From a letter written by the Universal House of Justice October 1985 -- Lights of Guidance, p. 616)

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World Citizenship and World Peace

Possibly only 2 things

are required to achieve it:

1. Recognize our Oneness (= Justice)

2. Create “unity” within our “diversity” (unity = peace,

Disunity = cancer)Can we think of new and uncommon ways to teach this in our schools?

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“Unity in Diversity. . .”

. . .the “. . .the “desideratum”(the thing to be desired)

of our age.of our age.

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Knowledge of the Oneness of Humanity is the “gift” of our time

“The gift of God to this enlightened age is the

knowledge of the oneness of mankind and of the

fundamental oneness of religion.

War shall cease between nations,

and by the will of God

the Most Great Peace shall come;

the world will be seen as a new world,

and all men will live as brothers.” (Abdu'l-Baha in London, 1911)

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Oneness means: Oneness means: That no one should exalt himself above another

“O CHILDREN OF MEN!Know ye not why We created you all from the same

dust? That no one should exalt himself over the other.

Ponder at all times in your hearts how ye were created. Since We have created you all from one

same substance it is incumbent on you to be even as one soul, to walk with the same feet, eat with

the same mouth and dwell in the same land,

that from your inmost being, by your deeds and , actions, the signs of oneness and the essence of detachment may be made manifest. Such is My

counsel to you, O concourse of light!. . .” (Baha'u'llah – 1863)

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Teaching “World Citizenship” in Teaching “World Citizenship” in Schools around the worldSchools around the world

The most critical issue of our timeThe most critical issue of our time

© Greg Kagira-Watson 2004© Greg Kagira-Watson 2004

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Produced by Greg Kagira-Watson

For more information contact:Greg_Watson@post.harvard.edu

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