James Banks Word

8/11/2019 James Banks Word

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There is a $reat deal of confusion a"out multicultural education

in "oth the oular mind and amon$ teachers and other educational

ractitioners. Much of this confusion is created "' critics of

multicultural education such as 8chlesin$er 1991, >)8ou&a

1995, and 8acks and Theil 1995. The critics create confusion"' statin$ and reeatin$ claims a"out multiculturalism and

di#ersit' that are documented %ith isolated incidents, anecdotes,

and examles of oorl' concetuali&ed and imlemented educational

ractices. The research and theor' that ha#e "een de#eloed "' the

leadin$ theorists in multicultural education are rarel' cited "'

the field)s critics 8leeter, 1995.

The critics of multicultural education often direct their

criticism to%ard %hat the' call multiculturalism. This term is

rarel' used "' theorists and researchers in multicultural

education. Conse(uentl', it is imortant to distin$uish %hat the

critics call multiculturalism from %hat multicultural education

theorists call multicultural education. Multiculturalism is a term

often used "' the critics of di#ersit' to descri"e a set of

educational ractices the' oose. The' use this term to descri"e

educational racticesthe' consider antithetical to the estern

canon, to the democratic tradition, and to a uni#ersali&ed and

free societ'.

ulticulturalism and multicultural education ha#e different

meanin$s. I ha#e concetuali&ed multicultural education in a %a'

that consists of three maefoe, 1995 @ieto, 1995.

Multicultural education is an educational reform mo#ement that

tries to reform schools in %a's that %ill $i#e all students an

e(ual oortunit' to learn. It descri"es teachin$ strate$ies

that emo%er all students and $i#e them #oice.

Multicultural education is a continuin$ rocess. ?ne of its

ma


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the nation)s foundin$ documents*in the >eclaration of

Indeendence, the Constitution, and the Bill of i$hts. The' can

ne#er "e totall' achie#ed, "ut citi&ens %ithin a democratic

societ' must constantl' %ork to%ard attainin$ them. Det, %hen %e

aroach the reali&ation of these ideals for articular $rous,other $rous "ecome #ictimi&ed "' racism, sexism, and

discrimination. Conse(uentl', %ithin a democratic, luralistic

societ', multicultural education is a continuin$ rocess that

ne#er ends.

TH= >IM=@8I?@8 ?+ M7!TIC7!T7A! =>7CATI?@

To effecti#el' concetuali&e and imlement multicultural education

curricula, ro$rams, and ractices, it is necessar' not onl' to

define the concet in $eneral terms "ut to descri"e itro$rammaticall'. To facilitate this rocess, I ha#e de#eloed a

t'olo$' called the dimensions of multicultural education Banks,

1996", 1995a.This dimensions t'olo$' can hel ractitioners

identif' and formulate reforms that imlement multicultural

education in thou$htful, creati#e, and effecti#e %a's. It is also

desi$ned to hel theorists and researchers delineate the scoe of

the field and identif' related research and theories. The

dimensions t'olo$' is an ideal*t'e construct in the e"erian

sense. The dimensions are hi$hl' interrelated, and the "oundaries"et%een and %ithin them o#erla. Ho%e#er, the' are concetuall'

distinct.

A descrition of the concetual scoe of each dimension

facilitates concetual clarit' and the de#eloment of sound

educational ractices. As Ea' 1995 has ointed out, there is a

%ide $a "et%een theor', research, and ractice in multicultural

education. The ractices %ithin schools that #iolate sound

rinciles in multicultural education theor' and research are

cannon fodder for the field)s critics, %ho often cite (uestiona"leractices that mas(uerade as multicultural education to suort

the #alidit' of their claims. Althou$h there is a si$nificant $a

"et%een theor' and ractice %ithin all fields in education, the

conse(uences of such a $a are eseciall' serious %ithin ne%

fields that are mar$inal and tr'in$ to o"tain le$itimac' %ithin

schools, colle$es, and uni#ersities. Thus, the dimensions of

multicultural education can ser#e as "enchmark criteria for

concetuali&in$, de#eloin$, and assessin$ theor', research, and

ractice.


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In m' research, I ha#e identified fi#e dimensions of multicultural

education Banks, 1995a.The' are a content

inte$ration

, "the kno%led$e construction rocess,

c re


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2An e(uit' eda$o$'

exists %hen teachers modif'

their teachin$ in %a's that %ill facilitate the academic

achie#ement of students from di#erse racial, ethnic, cultural, and

$ender $rous Banks ; Banks,1995". A num"er of researchers suchas Au 1930, Bo'kin 193/, >elit 1995, -leinfeld 19:5,

!adson*Billin$s 1995, and 8hade and @e% 1996 ha#e descri"ed

culturall' sensiti#e sometimes called culturall' con$ruent

teachin$ strate$ies%hose urose is to enhance the academic

achie#ement of students from di#erse cultural and ethnic $rous

and the characteristics of effecti#e teachers of these students.

This research indicates that the academic achie#ement of students

of color and lo%*income students can "e increased %hen teachin$

strate$ies and acti#ities "uild uon the cultural and lin$uistic

stren$ths of students, and %hen teachers ha#e cultural cometenc'

in the cultures of their students. -leinfeld, for examle, found

that teachers %ho %ere %arm demanders %ere the most effecti#e

teachers of Indian and =skimo 'ouths. ?ther researchers maintain

that teachers also need to ha#e hi$h academic exectations for

these students, to exlicitl' teach them the rules of o%er

$o#ernin$ classroom interactions, and to create e(ual*status

situations in the classroom Cohen ; !otan, 1995.

5 An emo%erin$ school culture and

social structure

concetuali&es the school as a

comlex social s'stem, %hereas the other dimensions deal %ith

articular asects of a school or educational settin$. This

dimension concetuali&es the school as a social s'stem that is

lar$er than an' of its constituent arts such as the curriculum,

teachin$ materials, and teacher attitudes and ercetions. The

s'stemic #ie% of schools re(uires that in order to effecti#el'

reform schools, the entire s'stem must "e restructured, not


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ercei#ed limited time the' ha#e to sol#e ro"lems due to the hi$h

exectations of an imatient u"lic*often %ant (uick fixes to

comlex educational ro"lems. The search for (uick solutions to

ro"lems related to race and ethnicit' artiall' exlains some of

the ractices, often called multicultural education, that #iolatetheor' and research. These include mar$inali&in$ content a"out

ethnic $rous "' limitin$ them to secific da's and holida's such

as Black Histor' month and Cinco de Ma'o. A s'stemic #ie% of

educational reform is essential for the imlementation of

thou$htful, creati#e, and meanin$ful educational reform.

-@?!=>E= C?@8T7CTI?@ A@> C7IC7!7M TA@8+?MATI?@

I %ill focus on onl' one of the dimensions of multicultural

education kno%led$e construction. In m' latest "ook,Multicultural =ducation, Transformati#e -no%led$e, and Action

199, I descri"e a t'olo$' of kno%led$e that consists of

fi#e t'es a ersonalG cultural, " oular, c

mainstream academic, d transformati#e academic, and e

school kno%led$e.I %ill discuss onl' t%o of these kno%led$e

t'es mainstream academic and transformati#e academic.

ainstream Academic -no%led$e

Mainstream academic kno%led$e consists ot the concets,

aradi$ms, theories, and exlanations that constitute

traditional and esta"lished kno%led$e in the "eha#ioral and

social sciences. An imortant tenet %ithin mainstream academic

kno%led$e is that there is a set of o"


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%as the main source of American democrac' and freedom. Althou$h

Turner)s thesis is no% "ein$ critici&ed "' re#isionist historians,

his aer esta"lished a concetion of the est that has "een

hi$hl' influential in American scholarshi, oular culture, and

school "ooks. His ideas, ho%e#er, are closel' related to other=uroean concetions of the Americas, of the other Todoro#,

193/, and of the nati#e eoles %ho li#ed in the land that the

=uroean concetuali&ed as the est. Turner)s aradi$m, and the

interretations that deri#e from it, lar$el' i$nore the lar$e

num"er of indi$enous eoles %ho %ere li#in$ in the Americas %hen

the =uroeans arri#ed Thornton 1995 estimates se#en million.

It also fails to ackno%led$e the rich cultures and ci#ili&ations

that existed in the Americas, and the fact that the freedom the

=uroeans found in the est meant destruction and $enocide for the

#arious $rous of @ati#e Americans. B' the "e$innin$ of the /0th

centur', most American Indian $rous had "een defeated "' 7.8.

militar' force H'att ; @ettleford, 1995. Their collecti#e %ill,

ho%e#er, %as not "roken, as e#idenced "' the rene%ed (uest for

Indian ri$hts that emer$ed durin$ the ci#il ri$hts mo#ement of the

190s and 19:0s.

Toda', the est aradi$m in American histor' and culture is

o%erful, co$ent, and deel' entrenched in the curriculum of the

nation)s institutions of learnin$. As such, it often re#entsstudents at all le#els of education from $ainin$ a sohisticated,

comlex, and comassionate understandin$ of American histor',

societ', and culture. The est aradi$m must therefore "e

seriousl' examined and deconstructed in order for students to

ac(uire such an understandin$. 8tudents must "e tau$ht, for

examle, that the concet of the est is a =urocentric idea, and

the' must "e heled to understand ho% different $rous in American

societ' concetuali&ed and #ie%ed the est differentl'.

+or examle, the Mexicans %ho "ecame a art of the 7nited 8tatesafter the Treat' of Euadalue Hidal$o in 1323 did not #ie% or

concetuali&e the 8outh%est as the est. ather, the' #ie%ed the

territor' that Mexico lost to the 7nited 8tates after the %ar as

Mexico)s @orth. The Indian $rous li#in$ in the %estern

territories did not #ie% their homelands as the est "ut as the

center of the uni#erse. To the #arious immi$rants to the 7.8. from

Asia such as those from Jaan and China, the land to %hich the'

immi$rated %as the =ast or the land of the Eolden Mountain. B'

helin$ students #ie% =urocentric concets such as the est, the>isco#er' of America, and the @e% orld from different


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ersecti#es and oints of #ie%, %e can increase their a"ilit' to

concetuali&e, to determine the imlicit ersecti#es em"edded in

curriculum materials, and to "ecome more thou$htful and reflecti#e

citi&ens.

Transformati#e Academic -no%led$e

Teachers can hel students ac(uire ne% ersecti#es on the

de#elomentof American histor' and societ' "' reformin$ the

curriculum %ith the use of aradi$ms, ersecti#es, and oints of

#ie% from transformati#e academic kno%led$e. Transformati#e

academic kno%led$e consists of the concets, aradi$ms,

themes, and exlanations that challen$e mainstream academic

kno%led$e and that exand the historical and literar' canon

Banks, 199.It thus challen$es some of the ke' assumtions

that mainstream scholars make a"out the nature of kno%led$e as

%ell as some of their ma


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from nati#e lands, se$re$ation, and the internment of Jaanese

Americans durin$ orld ar II. B' so doin$, the' heled to kee

democrac' ali#e in the 7nited 8tates.

As oint out in m' most recent "ook, transformati#e scholars andtransformati#e scholarshi ha#e lon$ histories in the 7nited

8tates Banks, 199. Transformati#e scholars and their %ork ha#e

heled to maintain democrac' in the academic communit' "'

challen$in$ racist scholarshi and ideolo$ies that ro#ided the

ideolo$ical and scholarl' uBois at Atlanta 7ni#ersit' in 1920.

Frior to the foundin$ of these


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communities and that %as oositional to mainstream racist

scholarshi. hen %e examine the histor' of scholarshi in the

7nited 8tates, it is strikin$ ho% "oth racist scholarshi and

transformati#e scholarshi ha#e "een consistent throu$h time. @ear

the turn of the centur', research and theories that descri"edinnate distinctions amon$ racial $rous %as institutionali&ed

%ithin American social science Tucker, 1992. A $rou of

transformati#e scholars includin$ thinkers as >uBois, -ell'

Miller, and +ran& Boas seriousl' challen$ed these concetions

Banks, 199.

The relationshi "et%een transformati#e and mainstream social

science is interacti#e each influences the other. ?#er time,

transformati#e kno%led$e influences mainstream kno%led$e, and

elements of transformati#e kno%led$e "ecome incororated into

mainstream kno%led$e. +or examle, the concetions a"out race that

%ere constructed "' transformati#e scholars near the turn of the

centur' "ecame the acceted concets and theories in mainstream

social science durin$ the 1920s and 1950s. @e#ertheless, a $rou

of scholars continued to in#ent research and construct ideas a"out

the inferiorit' of articular racial $rous.

The histor' of research a"out race in America indicates that

theories a"out the racial inferiorit' of certain $rous*andchallen$es to them from transformati#e scholarsne#er disaear

Tucker, 1992. hat #aries is the extent to %hich theories of

racial inferiorit' and other theories that suort ine(ualit'

attain u"lic le$itimac' and resecta"ilit'. 8ince the "e$innin$

of the /0th centur', e#er' decade has %itnessed the de#eloment of

such theories. The extent to %hich these theories, and the

indi#iduals %ho urorted them, exerienced u"lic resecta"ilit',

a%ards, and reco$nitions has #aried considera"l'. The amount of

reco$nition that transformati#e scholars %ho challen$ed these

theories ha#e recei#ed from the u"lic and academic communitieshas also #aried considera"l' throu$h time.

Frior to the ci#il ri$hts mo#ement of the 190s and 19:0s, the

hite mainstream academic communit' i$nored most of the

scholarshi created "' African American scholars. Most African

American scholars had to take


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transformati#e scholars rior to the 190s. Det, "ecause this

research %as lar$el' i$nored "' the mainstream academic communit',

it had little influence on the kno%led$e a"out racial and ethnic

$rous that "ecame institutionali&ed %ithin the oular culture

and the mainstream academic communit'. Conse(uentl', it had littleinfluence on the curriculum and the text"ooks used in most of the

nation)s schools, colle$es, and uni#ersities.

Althou$h it %as lar$el' i$nored "' the mainstream communit', a

rich "od' of transformati#e scholarshi %as created in the 'ears

from the turn of the centur' to the 1950s. Much of this research

%as incororated into oular text"ooks that %ere used in Black

schools and colle$es. +or examle, Carter E. oodson)s The @e$ro

in ?ur Histor', first u"lished in 1960, %as u"lished in a l?th

edition in 19/. John Hoe +ranklin)s +rom 8la#er' to +reedom,

first u"lished in 192:, is still a oular histor' text"ook in

its se#enth edition. 8cholarl' %orks u"lished durin$ this eriod

included The Fhiladelhia @e$ro "' . =. B. >uBois 1399G19:5,

American @e$ro 8la#e e#olts "' Her"ert Atheker 1926, The @e$ro

in the Ci#il ar "' Ben


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=lkins 1959, -enneth M. 8tam 195, John Blassin$ame 19:/,

and =u$ene >. Eeno#ese 19:/ u"lished ne% interretations of

sla#er' durin$ the 1950s, 190s, and 19:0s. Transformati#e

scholarshi that resented other interretations of sla#er' had

"een u"lished as earl' as 1926, %hen Atheker u"lished American@e$ro 8la#e e#olts. Ho%e#er, this %ork %as lar$el' i$nored and

mar$inali&ed "' the mainstream communit' artl' "ecause it %as

inconsistent %ith esta"lished #ie%s of sla#es and sla#er'.

More recent research on the co$niti#e and intellectual a"ilities

of African Americans indicates the extent to %hich antie$alitarian

research is still influential in the mainstream academic

communit'. In 199, for examle, the resti$ious Har#ard

=ducational e#ie% de#oted 1/6 a$es of its first issue that 'ear

to Arthur Jensen)s article on the differential intellectual

a"ilities of hites and African Americans. Faers "'

transformati#e scholars %ho em"raced aradi$ms different from

Jensen)s %ere not u"lished in this influential issue, althou$h

comments on the article "' other scholars %ere u"lished in the

next issue of the e#ie% -a$an et al., 199. =#en thou$h

Jensen)s article occuied most of the a$es in an issue of a %ell*

kno%n scholarl'


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ar$uments in The Bell Cur#eL ho losesL h' do ar$uments and

theories a"out the $enetic inferiorit' of African Americans kee

re*emer$in$L Ho% do such ar$uments relate to the social and

olitical climateL

8tehen Ja' Eould 1992 resonded to the last (uestion in a @e%

Dorker article "' notin$ the follo%in$

The Bell Cur#e, %ith its claim and suosed documentation that

race and class difterences are lar$el' caused "' $enetic factors

and are therefore essentiall' immuta"le, contains no ne% ar$uments

and resents no comellin$ data to suort its anachronistic

social >ar%inism, so I can onl' conclude that its success in

%innin$ attention must reflect the deressin$ temer of our time*a

historical moment of unrecedented un$enerosit', %hen a mood forslashin$ social ro$rams can "e o%erfull' a"etted "' an ar$ument

that "eneficiaries cannot "e heled, o%in$ to in"orn co$niti#e

limits exressed as lo% IK scores. . 169 The u"lication and

u"lic recetion of The Bell Cur#e is a co$ent examle of the

extent to %hich much institutionali&ed kno%led$e %ithin our

societ' still suorts ine(ualit', dominant $rou he$emon', and

the disemo%erment of mar$inali&ed $rous. The Bell Cur#e, its

recetion, and its le$itimac' also underscore the need to educate

students to "ecome critical consumers of kno%led$e, to "ecomekno%led$e roducers themsel#es, and to "e a"le to take thou$htful

and decisi#e action that %ill hel to create and maintain a

democratic and


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-no%led$e, and Action 199, and the landmark Hand"ook of

esearch on Multicultural =ducation 1995. His other u"lications

include Curriculum Euidelines for Multicultural =ducation,

Teachin$ 8trate$ies for =thnic 8tudies, Multicultural =ducation

Issues and Fersecti#es %ith Cherr' A. McEee Banks, Multiethnic=ducation Theor' and Fractice, Teachin$ 8trate$ies for the 8ocial

8tudies, and An Introduction to Multicultural =ducation. His

achie#ements ha#e earned him considera"le reco$nition, includin$

the 193 >istin$uished 8cholarGesearcher on Minorit' =ducation

and 1992 esearch e#ie% a%ards of the American =ducational

esearch Association, and an honorar' >octorate of Humane !etters

from the Bank 8treet Colle$e of =ducation in 1996.

=+==@C=8

Atheker, H. 1926. American @e$ro sla#e re#olts. @e% Dork

International Fu"lishers. Au, -. H. 1930. Farticiation

structures in a readin$ lesson %ith Ha%aiian children.

Anthroolo$' and =ducation Kuarterl', 11/, 91*115.

Banks, J. A. 1996a. Multicultural education Characteristics and

$oals. In J. A. Banks ; C. A. M. Banks =ds., Multicultural

education Issues and ersecti#es /nd ed. . 6*/3. Boston

All'n ; Bacon.

Banks, J. A. 1996". Multiethnic education Theor' and ractice

6rd ed.. Boston All'n ; Bacon. Banks, J. A. 1995a.

Multicultural education Historical de#eloment, dimensions, and

ractice. In J. A. Banks ; C. A. M. Banks =ds., Hand"ook of

research on multicultural education . 6*/2. @e% Dork

Macmillan.

Banks, J. A. 1995". Multicultural education Its effects on

students) racial and $ender role attitudes. In J. A. Banks ; C. A.M. Banks =ds.. Hand"ook of research on multicultural education

. 1:*/:. @e% Dork Macmillan.

Banks, J. A. =d.. 199. Multicultural education,

transformati#e kno%led$e, and action. @e% Dork Teachers Colle$e

Fress.

Banks, J. A., ; Banks, C. A. M. =ds.. 1995a. Hand"ook of

research on multicultural education. @e% Dork Macmillan.


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Banks, J. A., ; Banks, C. A. M. 1995". =(uit' eda$o$' An

essential comonent of multicultural education. Theor' into

Fractice, 626, 15/*13.

Blassin$ame, J. . 19:/. The sla#e communit' Flantation life inthe ante"ellum south. @e% Dork ?xford 7ni#ersit' Fress.

Bo'kin, A. . 193/. Task #aria"ilit' and the erformance of

Black and hite school children er#istic exlorations. Journal

of Black 8tudies, 1/, 29*235. Clark, -. B. 195. >ark $hetto

>ilemmas of social o%er. @e% Dork Harer ; o%. Clark, -. B., ;

Clark, M. F. 1969. The de#eloment of consciousness of self and

the emer$ence

of racial identification in @e$ro reschool children. Journal of8ocial Fs'cholo$', 10, 591*599. Code, !. 1991. hat can she

kno%L +eminist theor' and the construction of kno%led$e. Ithaca,

@D Cornell 7ni#ersit' Fress.

Cohen, =. E., ; !otan, . A. 1995. Froducin$ e(ual*status

interactions in the hetero$eneous classroom. American =ducational

esearch Journal, 6/1, 99*1/0. Collins, F. H. 1990. Black

feminist thou$ht +eminist theor' and the construction of

kno%led$e. @e% Dork outled$e.

Cross, . =., Jr. 1991. 8hades of Black >i#ersit' in African

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>elit, !. 1995. ?ther eole)s children Cultural conflict in

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>)8ou&a, >. 1995. The end of racism Frinciles for a

multicultural societ'. @e% Dork The +ree Fress.

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Mill%ood, @D -raus*Thomson ?r$ani&ation !imited. ?ri$inal %ork

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and intellectual life. Chica$o The 7ni#ersit' of Chica$o Fress.

+ranklin, J. H. 1926. The free @e$ro in @orth Carolina, 1:90*130. @e% Dork ussell ; ussell. +ranklin, J. H. 192:. +rom


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multicultural education . /5*26. @e% Dork Macmillan.

Eeno#ese, =. >. 19:/. oll, Jordan, roll The %orld the sla#esmade. @e% Dork Fantheon. Eould, 8. J. 1992, @o#em"er /3.

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oinions. @e% Dork Times BooksGandom House.

Jensen, A. . 199. Ho% much can %e "oost IK and scholastic

achie#ementL Har#ard =ducational e#ie%, 691, 1*1/6.

-a$an, J. 8., Hunt, J. M., Cro%, J. +., Bereiter, C., =lkin, >., ;

Cron"ach, !. 199. >iscussion Ho% much can %e "oost IK and

scholastic achie#ementL Har#ard =ducational e#ie%, 69/, /:2*

62:. -leinfeld, J. 19:5. =ffecti#e teachers of =skimo and Indian

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Co'ri$ht Ho%ard 7ni#ersit' +all 1995Fro#ided "' FroKuest Information and !earnin$ Coman'. All ri$hts

eser#ed

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