If teachers and their students are not engaged in critical thought….education is likely to result in indoctrination rather than ethical insights based on core values such as acceptance..appreciation of cultural diversity, respect for human dignity and universal human rights, responsibility for world community, and respect for the earth. (Bennet 2006)

Multicultural and Global Education (is it another name for EfSD?)

Observation

The above quote is taken from a chapter of a book entitled Comprehensive Multicultural Education: Theory and Practice. In this chapter Bennet (2006) looks at developing lessons that are inclusive of all cultures and their perspectives. She mentions ‘rethinking the curriculum’ and states six goals that Multicultural and Global Education seeks to achieve. These goals are : 1. Develop Multiple Historical Perspectives (awareness of all cultural viewpoints) 2. Strengthening Cultural Consciousness (An awareness that a personal view is not universal, that an individual’s point of view is influenced by their culture) 3. Strengthen Intercultural Competence (An awareness of the assumptions that may be held about other cultural backgrounds, emphasis on creating compassion and empathy.) 3. Combat Racism, Sexism and all form of prejudice and discrimination 6. Increase awareness of the state of the planet and global dynamics 7. To build social action skills. She also states that lesson planning in Multicultural and Global education follows the same process as effective lesson planning, however ‘multicultural and global lessons are based on a special rationale that clarifies the instructor’s values and goals (Bennet 2006 p.326).

As well as the mentioned goals, Multicultural and Global education emphasises Critical Thinking. This can be seen in the quote given at the start of this reflection. According to Bennet (2006) critical thinking is ‘essential’ in Multicultural and Global education as it makes learners aware of their own assumptions and biases. Critical Thinkers question given ‘truths’ and seek to see a given situation from all perspectives.  It also causes learners to stop and think about how they are thinking (metacognition).

Implication

It is interesting to note that although Bennet (2006) does not refer to Sustainable Development, in a sense her Multicultural and Global education is Education for Sustainable Development. Although there is more of an emphasis on understanding and awareness of cultures and beliefs, she appears to acknowledge that social and cultural equity goes hand in hand with environmental degradation, governance and development. Her last goal is also ‘Social Action’; a goal that is also of Education for Sustainable Development. Critical Thinking is emphasised, this is an element of Education for Sustainable Development.

It is also interesting that Bennet (2006) suggests ‘rethinking the curriculum’, something that is suggested by Sterling (2004) in Tilbury and Wortman’s (2004) Engaging people in Sustainability and Jucker (2011).

Does this further validate a need for a new ‘Educational Paradigm’?

Action

I find at times when I hear a suggestion for a ‘shift’ in societal norms, like the current practice of education, there is a moment of hesitation. I believe this moment of hesitation comes from the fact that as a ‘critical thinker’ I question something that is suggesting a radical shift. The reasoning behind this questioning is that like myself, who holds assumptions and biases, could these radical shifts also hold assumptions and biases? Having said that, I do believe we need to be looking more deeply into what is learnt in the current education system. Living in a world where there is still social inequity and degradation of the environment cannot be the right way of living. Why shouldn’t we not live and learn in a world that fosters critical thinking, social equity, care for the environment and social action? Would an ‘education paradigm shift’ to this be an infringement on our rights and freedoms? On the contrary, I think it would create deeper learning experiences and, as suggested by Bennet (2006) compassion and empathy.

Bennet C I 2006 Strengthening Multicultural Perspective in Curriculum and Instruction in Comprehensive Multicultural Education: Theory and Practice eds C I Bennet,  Pearson, Boston pp319-461.