Student Identity and Multiculturalism

I found last night’s discussion regarding multiculturalism and the preservation of student identity to be enlightening. In the case of the biology teacher, he has an obligation to teach a unit on evolution. This is part of the criteria set forth by the standards of the state and his school. Since it has been brought to his attention by a student that she feels he is not being neutral, is he harming the identity of his Christian students by putting forth information that is counter to their core beliefs? Is a teacher obligated to present a counter theory or argument if he is teaching the facts? Before Wednesday night’s class, I thought no, he is doing his job by teaching the curriculum. After listening to other classmate’s reasons for why he should, I thought “okay, sure.” After thinking about this some more since class, I am unsure. I cannot help but think, “where does it end?”

However, I do think preserving student identity is important, but I do believe this needs to be a collaborative effort and not one that falls squarely on the shoulders of educators. As early elementary teachers, we should be conscious of the development of identity. The Strike and Soltis examples pertained to high school students who already had quasi-identities (as teenagers, they still have lots of developing to do.) We will be working with young, impressionable children with more pliable minds. Many young children believe things simply because “my teacher said so!” All the more reason to be sensitive to different cultures and groups and how we present material. What and how children learn are taught when they are young will shape their views and understanding of other cultures as they mature. Hopefully it will be in a way that embraces multiculturalism and allows for all groups to feel a part of the whole and not a small-minority apart from the dominate culture.