Multicultural Education—No “Americans” Need Apply

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"Although we
realize that the term American is commonly used to refer
to the U.S. population, we view American as including

other North

South Americans
as well. Therefore we have tried to
limit the use of this term when referring to the United

That`s the introduction for Multicultural Education in a Pluralistic Society,

Donna M. Gollnick

Philip C. Chinn
. It`s the primary text for
“Pluralism and Identity in the Classroom,”
a course
required for any undergraduate student who wants to

major in education
—even though my university is
private and Catholic.

My good friend Maeby
is an Ed major and one of the few campus conservatives.
Directly after her class, the two of us usually met up

cafeteria food
describable only as fit for a cheap
geriatric facility. She took to venting so much that I
now consider myself a

multicultural Ed
student by proxy.

three-times-a-week initiation of America`s—excuse me,
the United States`—future teachers into the cult of
multiculturalism is not only 20-25% of a full semester
of classes, but it is also a requirement on par with the
subjects reasonable people would consider important for
future educators. Like, oh,

classroom management
. Or


That`s three hours a
week of worship at the

temple of cultural relativism,
praise of the
all-powerful minority (oops—I mean, oppressed classes),

sacrifice to the god Diversity
. Drink the Kool-Aid,

no degree for you
. No snoozing during the sermon
either, or we`ll have your name.

By comparison,
although we are a Catholic school (see above), the
School of Education requires only two theology courses.
And they can be nominal—“World
and the like.

First days in any
class are usually full of syllabi, definitions and
setting classroom dynamics.

And so, on the first day, Maeby received a course-clarifying handout
entitled, "MC Education

IS`s and ISN`T`
based on the work of

Paul Gorski
, an assistant professor at Hamline
University`s Graduate School of Education in St. Paul,

Dr. Gorski created
and maintains the

Multicultural Pavilion
and the

McGraw-Hill Multicultural Supersite
, two
websites focused on multicultural education. He is
actively involved in the

National Association for Multicultural Education

(NAME), and serves on its board of directors. He`s very
good-looking, judging from the

on his

personal website
, which also features

of him as an adorable baby. (Now he`s an
adorable cry-baby.) He writes: I
have a cat named Unity and love her dearly.”

Oh well, I love cats
too. You can email Gorski at

Here are a few

excerpts from Gorski:

isn`t about everyone agreeing and getting along, it is
about naming and eliminating the inequalities in

Actually, far from
agreeing and getting along, it`s about (see below)

isn`t only applicable to Language Arts and History, it
is a comprehensive approach for making education more
inclusive, active, and engaging in all subject areas."

Hmmm. “Inclusive”
physics and algebra. Interesting thought. Where`s the
new math when you need it?

In fact, the
multicultis have thought of that. One day, Maeby
reported her professor`s answer:

. Since women and minorities aren`t
performing as well in math and the sciences, they
should be removed from the traditional classroom setting

and provided their own single-gender or

"culturally neutral"

Separate, but equal?
Catchy phrase, that.

Maybe that`s why the
School of Education doesn`t require any history classes.

isn`t a process of watering down good curricula, it is a
process for presenting all students with a more
comprehensive, accurate understanding of the world."

Apparently, Paul
Gorski and my school`s

Office of Student Diversity
went to the same school
of sophistic rhetoric. A member of the OSD once told me:
"We aren`t trying to change anyone`s world view, we
just want to help you

understand the world differently.

And the problem is
that yes, by setting aside extra time for
multiculturalist indoctrination, the curriculum is
watered down. The use of classroom hours may not be a
zero-sum game for the leisure classes, but it certainly
is for those kids in low-income areas with
responsibilities outside of school and little or no
family support.

There are only so
many hours in the day, forcing a teacher to pick and
choose what he can teach. One

extra day preaching cultural tolerance
means one
less day on the Federalist Papers.

isn`t achieved through a series of small changes, but is
achieved through the reexamination and transformation of
all aspects of education."

Well, shoot for the
moon and you`ll at least land among the stars.

Meanwhile, those of

still on the planet earth
are struggling to save the
culture that made such a mission possible in the first

That culture, the
American culture (Canada, South and Central America
excluded), is

not going to be easily rescued
, if professors like
this one get their way.

In addition to the
tri-weekly reading assignments, midterm and final exam,
Maeby was assigned a "Roots Presentation."

She was supposed to
explore her own cultural identity by investigating her
family`s "unique history" as a way of identifying
her personal worldview. The assignment consisted of a
3-4 minute presentation to the class, and a 2-3 page
paper, in which she would identify and describe her
cultural background.

Maeby was also
required to turn in weekly journals intended to track
her progress through self-reflection and reexamination
of her own behavior. Gorski encourages this kind of
exercise as a way of creating a “hidden curriculum”—that
is, a teacher whose actions and

revolve around multiculturalism, who
can teach students

through example
instead of through textbooks or
lesson plans.

I`ve also been told
that journaling is a kind of

brainwashing technique.
Go figure.

The Roots assignment
was tricky, though, because being a

white Catholic American

didn`t count
in this class.  A purely

American cultural heritage
presentation was not
appropriate, according to her professor when Maeby
asked, because it would consist only of "white

imperialistic ethnocentrism

So, because she
simply had to

dig up

who came from a "non-dominant,"
i.e. minority, cultural heritage, Maeby had the choice
of becoming a

, or a

. (Her solution: she

discovered Latin American forbears

Late in the semester,
Maeby wrote in her weekly journal:

"The presentation
had me find and research former,

non-dominant cultures
in my heritage and talk about
them, even though their influence upon my life was
nothing…I wish I could have felt comfortable enough to
step back and say: this is who I am, I am an American,
and whether people like it or not, I am going to present

The Professor
annotated that she was pleased to see Maeby had been
affected by the experience.

The hypocrisy of a
class on “multiculturalism” and
being blatantly exclusive of
Maeby`s American heritage goes unnoticed by the
multiCult. The exchange of one exclusive world-view for
another (from American chauvinism—as defined by the
cult—to politically correct value judgments—again as
defined by the cult) was simply seen as an opportunity
for Maeby to experience the feeling of being a minority.

Apparently being a
conservative on campus wasn`t minority enough!

The depressing news:
Maeby reported that the double standard wasn`t seen by
any of the aspiring teachers in the class either. Either
they enthusiastically joined in the America-bashing, or,
like Maeby herself, they were too afraid to speak up.

Brainwashing works.

In one of her final
journals, Maeby noted: "I am afraid to show pride in
my culture at the risk of being

viewed as a proponent of oppression
by the dominant

To this, her
professor had no comment.

Fear—isn`t that the
first step toward oppression?

Athena Kerry (email
recently graduated from a Catholic university somewhere in