School & Society: Ch. 13 Study Questions

1. While there is a clear contrast between cultural deficit theory and cultural difference theory, cultural subordination theory is presented as flowing conceptually from cultural difference theory. What are the conceptual connections between these latter two theories, in your view, and what difference might these connections make to the classroom teacher?

Mere differences, in and of themselves, may not place one particular culture in a position of dominance. This occurs only when differences are accompanied by wide population discrepancy. The majority will tend to "dominate," simply because it is the majority, not necessarily because it is superior. The situation is free of ethical snarls until you reach the question of how this domination is to be handled.

Difference theory recognizes and makes allowances for cultural variety. Subordination theory seeks to understand why this variety tends to place certain cultural groups at a disadvantage. Teachers can use subordination theory to guard against a creeping, unconscious discrimination that difference theory does not entirely address.

2. Enid Lee says there is "no neutral ground" regarding taking multicultural education seriously. What does she mean by this, and do you agree? Explain.

Lee is saying that, since this issue affects every aspect of schooling, teachers will be treating it in a particular way, whether this treatment is deliberate or not. You can ignore the question in principle, but not in practice. While I'm sure I don't agree with all of Lee's prescription, I do see the logic in this portion of her analysis.

3. Lee writes, "What we are talking about here is pretty radical; multicultural education is about challenging the status quo and the basis of power. You need administrative support to do that." This seems like a contradiction: can teachers really expect administrators, who hold the greatest power in the school building, and in the school district, to support a challenge to the basis of their power? How might Lee be interpreted so that her argument is valid? How might she be interpreted so that her position is faulty? Explain.

Administrators may be persuaded to adjust their policies, but not necessarily to relinquish their power. Like most people, they are convinced of the correctness of their opinions, and will work to maintain their authority in order to most effectively propagate their views.

If by using the word "power" Lee is referring to some force other than the administration, the statement holds up. However, what she may be referring to specifically is unclear, and in the context of revolution, the statement does seem rather contradictory.

4. Several different views of multicultural education were presented in the chapter: not just the five taken from Grant and Sleeter, but also James Bank's view and the authors' implicit position as well. Are any of these viewpoints consistent with Enid Lee's concept of anti-racist education? Are any inconsistent? Explain how closely her perspective is reflected in selected perspectives from this chapter.

Enid Lee tacitly extends her concept of anti-racist education to include liberal education. ("I encourage people to look for the voice of people who are frequently silenced, people we haven't heard from: people of color, women, poor people, working-class people, people with disabilities, and gays and lesbians.") This is a substantial departure from a true anti-racist agenda.

The various viewpoints were defined clearly enough to usefully delineate between them.

5. In what regard might it be said that bilingual education is a form of multicultural education? To what degree is bilingual education consistent or inconsistent with Enid Lee's conception of anti-racist education? Explain your position on both questions.

Language figures a prominent part in any culture. To practice bilingual education is to practice multicultural education, although in a basic sense. To naturally expand bilingual education to include content drawn from the culture of the language being studied reinforces the multicultural nature of the instruction.

To the extent that bilingual education is based on an affirmation of student's inherent cultural identity, it seems to align with Lee's position. Bilingual education with the goal of assimilation or subordination, however, is incongruent with Lee's opinions.

6. If you do not speak Spanish and therefore cannot offer bilingual instruction, how can you best support the learning of children whose first language is Spanish and who are limited in their English proficiency? How does this relate to the approach you will use with speakers of English as a second language from other language backgrounds, such as those of Asia or Eastern Europe? Finally, is any aspect of your approach relevant to supporting student learning for speakers of black English vernacular? Explain your position on all three issues.

1) Learn Spanish.

2) You can't learn every language, but you can show sensitivity and understanding toward students with an alternate first language besides English. Activities that draw out and develop their core strengths should be pursued, while those that communicate a sense of inferiority should be avoided.

3) Students who use black English vernacular should be treated as speakers of a distinct dialect, but should be informed about how their diction - for better or worse - is perceived by the larger society. For education to paint a rosy, unrealistic picture in the name of non-discrimination is hardly useful.