Toward a caring-centered multicultural education within the social justice context

Abstract

American urban school population changed radically after World War II. The new wave of immigration of the last 25 years from Hispanic countries, from the Middle East, and from Asian countries has washed over the urban schools like a tidal wave, bringing with it additional challenges, this time cultural and linguistic. The minority population of urban schools increases, and the duties and problems that come with the new population are overwhelming to the institution. Yet the added responsibilities have come without any administrative or structural change and without the addition of essential teacher resources (Nieto, 1992). Though education improves, poor people still have much less access to good education. In urban schools, social inequality in education began to manifest itself. Kozol (1991) painted a portrait of two worlds in education -- a pretty picture for the socially and economically advantaged and an ugly montage for children in poverty. These inequalities continue to exist. Hulsebosch and Koerner (1994) found that minority teachers felt like outsiders, struggling to be faithful to their racial identities. Ginsberg and Cliff (1990) speculated on the effects of the hidden curriculum on minorities, which perpetuates, legitimizes, and gives uncritical acceptance to the status quo. A 2-year study, Barriers to Excellence: Our Children at Risk (National Coalition of Advocates for Students, 1985), based on hearings held around the country, found that twice as many Blacks as Whites drop out of school. About 25% of youngsters in any age group do not complete high school, and in large urban cities over 40% do not finish high school today, leaving these dropouts economically deprived when they enter the job market. The existence of these at-risk students means schools are failing in their mission to give all children an equal education. The Education Trust (1996) reported many external factors that have been used to explain lower levels of performance among poor students and minorities: ... pervasive poverty, single parent homes, violent neighborhoods, welfare dependency, drug and alcohol use, lead paint. What can be done to address the inequality in urban schools? This will not be an easy task when one considers burgeoning enrollments, limited finances, and our obsessive preoccupation with academic standards. But, next to home, what other institutions do the majority of students spend more time at and in a better position to help students become responsible, caring citizens? The question arises whether an ethic of caring can become a central part of a school's program. Unfortunately, schools are too often a reflection of an uncaring society that oppresses people because of race, class, gender, sexual orientation, language, and other differences (Ogbu, 1992). Teachers may view these issues abstractly, without a relationship to the context of the children in their classrooms or in their personal relationships with others. Even within the field of multicultural education, attention to the impact of teacher-student interactions on the educational achievement of minority student has been limited. Many multiculturalists write about social justice, but few talk about culturally relevant teaching and how to infuse various elements into the classroom. Defining Caring-Centered Multicultural Education Caring is a fundamental human capacity that translates into a coherent pattern of behaviors in interpersonal interactions rather than merely a romantic notion or sentimentality (Iaani, 1996; Noddings, 1992). Caring stresses the creation of trusting relationships as the foundation for building an effective academic and social climate for schooling (Chaskin and Rauner, 1995; Erickson, 1993). Caring may not be visible in an educational environment, yet it guides the interactions and organization of schools and classrooms (Noblit, Rogers, and McCadden, 1995). …