As new teachers start their career, in order to balance multiculturalism into their curriculum teaching theories like New Historicism and a critical theory method will help aid the balance. The common approach to infusing multicultural education into the curriculum is addressing important figures in history such as Martin Luther King Jr and Cesar Chavez. That is the easiest way for a teacher for they do not have to adjust the curriculum. However, this approach does not benefit the students entirely. A generalization of history students receive today in school does not do it justice, but insight from primary sources from various ethnic groups will expand their understanding on history of different race and gender groups. In “Advancing Multicultural Education: New Historicism in the High School English Classroom,” author Sydney Li expresses her aversion of the textbooks used in history/social studies classes. Li claims the textbook does not present enough culturally diverse material to students. Li specifically targets how Asian Americans are
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They both have the intent on revealing more than the traditional historical themes, but critically investigating different perspectives of history. Without overbearing the curriculum, to add a “critical multicultural lens to high school classes” it can be achieved by providing “related but brief essays, experts, or short stories” (12). Learning history is not to be understood as memorizing someone else’s thinking. If students are studying history, for example, educators should expect them to understand the goals and purposes of history. More of an understanding of the goals and purpose can be achieved with critical thinking that still highlights a multicultural aspect. New Historicism and a critical multicultural aspect will be teaching students that there are multiple historical perspectives and encourage critical
They both have the intent on revealing more than the traditional historical themes, but critically investigating different perspectives of history. Without overbearing the curriculum, to add a “critical multicultural lens to high school classes” it can be achieved by providing “related but brief essays, experts, or short stories” (12). Learning history is not to be understood as memorizing someone else’s thinking. If students are studying history, for example, educators should expect them to understand the goals and purposes of history. More of an understanding of the goals and purpose can be achieved with critical thinking that still highlights a multicultural aspect. New Historicism and a critical multicultural aspect will be teaching students that there are multiple historical perspectives and encourage critical