Blog #4 Ethnic Loyalty and Cosmopolitanism

These three articals discuss the common theme of multiculturalism in the classroom. The last artical by E. D. Hirsch Jr. described two multiculturalism curriculums- ethnic loyalty and cosmopolitanism. An ethnic loyalist would appreciate being considered an African-American, or Asian-American because these terms indicate identity to a person. They would also prefer a curriculum that pertains to their culture and values. However, a cosmopolitanist would not consider these terms to identify a person because not all African-Americans or Asian-Americans possess the same values. They would prefer a curriculum from the perspective of all ethnicities and cultures.

How do these two views affect teachers and students in the school environment? Hirsch indicates that it is impossible for teachers to completely understand what a child knows or what they should know academically because of children coming from various backgrounds. Students' cultural or ethnic background may also effect the way a child learns. This is why learning is a slow process throughout the school year.

No curriculum no matter if it contains more of a ethnic loyalist perspective or cosmopolitan perspective would be the perfect method for teaching students. However, Hirsch believes that a cosmopolitan curriculum would assist in student's understanding of values and culture than an ethnic loyalist one. Hirsch does stress that no matter how "good" the cosmopolitan curriculum may be, it should not replace or hinder basic social studies, science, math and literacy skills.

After reading the articals and information, I think that having a cosmopolitan curriculum would be a positive aspect for teaching pedagogy. As a teacher, I would stress how important it is for my students to understand and appreciate their classmates' background. But, I would also express for them to appreciate and respect their own culture as well. Children's appreciation for other ethnicities is important, but a child must understand their own history and and their own roots before they can truly know who they are.

I am an ESL teacher in my school. I have worked with students from a variety of backgrounds. However, I have noticed how the curriculum, policies and structure of the school is a means for social control. For example, having simple rules, schedules, and class procedures controls student behavior. School disciplinary policies and teacher protocols are also a means of social control. I don't use one specific curriculum, but a variety of methods and blend them all together. Because I mainly teacher Hispanic students, I try to plan a variety of ways to teach and incorporate their culture into the lessons. However, even with this method, there still runs the danger of sterotyping a student and their culture.