Students eagerly embrace teaching that recognizes multicultural limits on knowledge

Evidence

Multicultural education relies heavily on didactic techniques, although more interactive techniques, such as group discussions, role-playing, and simulation games, are frequently employed. Typically, the students read about different ethnic groups and are taught about basic intergroup relations concepts such as prejudice, stereotypes, and racism. — , Rudman, Laurie A - On the Nature of…, 2639 (#complicates, via linked claim)

Students are much more willing to surrender their dependency on the banking system of education than are their teachers. They are also much more willing to face the challenge of multiculturalism. — bell hooks, Teaching to Transgress, 87 (#corroborates, via linked claim)

Despite the contemporary focus on multiculturalism in our society, particularly in education, there is not nearly enough practical discussion of ways classroom settings can be transformed so that the learning experience is inclusive. If the effort to respect and honor the social reality and experiences of groups in this society who are nonwhite is to be reflected in a pedagogical process, then as teachers— on all levels, from elementary to university settings— we must acknowledge that our styles of teaching may need to change. Let’s face it: most of us were taught in classrooms where styles of teachings reflected the notion of a single norm of thought and experience, which we were encouraged to believe was universal. This has been just as true for nonwhite teachers as for white teachers. Most of us learned to teach emulating this model. As a consequence, many teachers are disturbed by the political implications of a multicultural education because they fear losing control in a classroom where there is no one way to approach a subject— only multiple ways and multiple references. — bell hooks, Teaching to Transgress, 80 (#qualifies, via linked claim)

Categorization

• XREF: connects to: Multicultural education depends mainly on passive didactic content delivery — , Rudman, Laurie A - On the Nature of…, 2639; Classrooms become radical when teaching enables transgression beyond boundaries — bell hooks, Teaching to Transgress: Education as…, 36; Students embrace pedagogical change more readily than their teachers do — bell hooks, Teaching to Transgress: Education as…, 87 (+3 more)

Broader Connections

• Multicultural education depends mainly on passive didactic content delivery #complicates (0.80) — , Rudman, Laurie A - On the Nature of…, 2639
• Students embrace pedagogical change more readily than their teachers do #corroborates (0.78) — bell hooks, Teaching to Transgress, 87
• Teachers trained under a single-norm model fear losing control in multicultural classrooms. #qualifies (0.75) — bell hooks, Teaching to Transgress, 80
• Classrooms become radical when teaching enables transgression beyond boundaries #qualifies (0.74) — bell hooks, Teaching to Transgress, 36
• A resisting minority can outweigh a professor’s will to build learning community #complicates (0.73)
• Multiculturalism backlash aims to stop epistemology from being questioned in class #expands (0.73) — bell hooks, Teaching to Transgress, 272