Socialization in a Multicultural Framework

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Introduction

Such concept as multiculturalism is nowadays often used by educators and policy-makers. Although in popular opinion, it is usually associated with tolerance, yet John Friesen defines it as the acceptance and respect for people of different cultures, linguistic backgrounds, and racial origins (Friesen 1995, p 177).

Currently, there is a debate about the necessity to include multiculturalism in school and how it can be done (Friesen 1995 p. 173). These questions are particularly important for Canadian society which is extremely diverse in terms of culture, race, and language.

This paper will examine the connections between the process of socialization and multiculturalism. In particular, it is necessary to explain the roles played by school and families in the upbringing of a child, especially if we are speaking about appreciation of other traditions, values, worldviews, and so forth. Secondly, this essay will evaluate the advantages and disadvantages of school-based socialization. This discussion will identify the challenges that teachers and parents should expect.

The responsibility for fostering understanding of cultural diversity

The first aspect that should be analyzed is the necessity to foster understanding of racial and cultural diversity. This task is closely related with the process of socialization or the formation of a person’s identity, value system, beliefs, attitudes, and behavior norms. At this point, policy-makers and educators attempt to determine whether parents or schools should be responsible for promoting multicultural values. It seems that this task requires joint collaboration of these players.

Previously, the socialization of a child was primarily parents’ responsibility; yet, as it is argued by John Friesen this process has “moved into the public sector” (1995, p. 174). On the whole, Canadian society has long realized the necessity for multiculturalism.

The existing legal, political, and educational frameworks are aimed at performing the following functions: 1) to raise children’s awareness about cultural differences; 2) to promote cross-cultural respect; and 3) to eliminate prejudice, intolerance, or racism (Friesen 1995, p. 176).

These objectives can hardly be attained without active participation of teachers and parents. One should bear in mind that families and schools are the main agents of socialization. They shape the behavior of children or adolescents, form their values or attitudes.

Provided that they do not take part in the process, children will be left to their own devices. Their perceptions of race, culture, or ethnicity will be shaped by mass media and peers. The influence of these socialization agents is not always beneficial. The cooperation of educators and parents can produce much better results. This is why one should view them as partners, rather than some separate entities.

To some degree, this promotion of cultural or racial respect can be similar to deliberate indoctrination. However, it has several distinct features. The term indoctrination is usually interpreted as unquestioning acceptance of a certain ideology or worldview (Magnell 1998, p. 59). The crucial distinction is that educators must prompt children to certain views about racial differences, cultures, religions, and so forth; yet, the teachers must not force students to certain conclusions.

Such strategy can only lead to an opposite reaction. This issue must not be overlooked by educators or parents. It is quite possible to argue that proper socialization of a child has to be persuasion rather than compulsion. If parents or teachers try to foster acceptance of multicultural diversity by means of indoctrination, they will not attain good results. Therefore, they should not rely too much on this method.

Multiculturalism and the design of school curriculum

The necessity to promote multicultural acceptance and racial tolerance can involve some changes in school curriculum. The teachers must show that every member of the class, irrespective of his/her cultural origin, has some distinct talents and gifts (Friesen 1995, p. 178).

Such a scholar as John Friesen suggests several ways of including multiculturalism in the curriculum. First of all, students should learn about the history and culture of ethnic or racial communities living in the district, city, or even country (Friesen 1995, p. 178). Such an exercise can be incorporated into history classes.

At this point, we can refer to the ideas of such scholars as Johnson and Cremo who believe that contemporary educator must have in-depth knowledge about the learning styles adopted in various cultures and worldviews (1995, p. 169). This approach will ensure that the children representing minority groups do not alienated from the rest of the class. The students must see that every culture or ethnicity has its distinct place in the country.

Furthermore, many scholars advocate the adoption of bilingual education as a means of promoting cultural diversity (Hitlen 2010). They should be allowed to speak their language in school. These children should be allowed to learn their own language along with English or French. Multilingualism is particularly important for Canadian society.

By proving children with opportunity to speak two languages in school, the educators will achieve two goals. First, they will help them retain their cultural and linguistic heritage. Apart from that, the knowledge of the English language is also vital for them, especially if we speak about higher education and employment.

As it has been said before, the efforts of educators should be also aimed at combating racism, bigotry, and prejudice. In part, this objective can be attained by examining the questions of race, culture, or ethnicity in history or literature classes. The students must be able to see the cruelty, absurdity, and danger of racial, ethnic, or cultural discrimination.

These are some of the strategies which can assist educators in fostering multiculturalism. The main peculiarity of this approach is that multiculturalism will be incorporated into existing subjects. The critical task of teachers is to convince students that respect to other races or ethnicities is a valid social norm. Nonetheless, they should avoid indoctrination because the students may not accept such form of education.

The drawbacks and benefits of school socialization

Currently, many researchers attempt to determine the extent to which schools should act as agents of socialization. It seems that such practice can have several advantages and disadvantages. Teachers can better raise children’s awareness about society, culture, race, and politics.

Educational institutions can shape student’s behavior styles, moral values, and perceptions of culture. The main advantage of such socialization is that it normally takes place in a controlled environment, and a teacher will be able to intervene if he/she sees that a student behaves in a deviant way.

The educator can act as a guide who modifies and correct the values and views of a person (Friesen, 1995, p 175). The second benefit is that this socialization will be carried out by professionals who want to act in the best interest of a child. The same thing cannot be said about other agents of socializations, especially mass media. These are the positive aspects of school-based socialization.

Yet, at the same time, such practice can have several drawbacks. First, as John Friesen argues, school agenda can become “overburdened” with various extras such as sex education, global concerns, peace education, and so forth (Friesen 1995, p. 178).

By overemphasizing the importance of socialization, schools can fail to perform their main function, which is to give students knowledge and skills necessary for professional life and career. Besides, one should not forget that educational policies are based on the culture of the majority or the dominant group. In his book, Pedro Portes points out that minorities are very often subjected the so-called “dominant group culturing” (2005, p. 118).

They are forced to assimilate into the majority and even abandon their cultural heritage. School administrators must be aware of these risks when they try to influence the socialization of children or adolescents. These professionals must also find ways of balancing socialization practices and academic instructions. The teachers must ensure that socialization is not carried out at the expense of academic instruction.

School-based socialization and the historical treatment of First Nations families

In the previous section, we have already touched upon some dangers of school-based socialization, namely the forced assimilation of a minority group. The treatment of Native Nation families can eloquently illustrate this threat. As Johnson and Cremo (1995) argue in many cases, schools forced children to reject their cultural heritage. They were forbidden to use their language and practice their traditions (Johnson and Cremo 1995, p. 166).

Furthermore, administrators of many schools perpetuated the stereotype according to which Native Canadians were savages whose culture did not deserve any respect (Johnson and Cremo 1995, p. 166). Such socialization can only lead to inferiority complex and deviant behavior. One should also take into consideration that these children were separated from their parents. Such separation only intensified their psychological trauma (Johnson and Cremo 1995).

The main purpose of this policy was to convince Natives that they can either adopt British culture or perish. Thus, one can say that school-based socialization can put a person’s identity and cultural heritage at risk (Johnson and Cremo 1995, p 170). Surely, such situation is not likely to occur in a modern classroom, but one cannot disregard these risks.

Certainly, modern Canadian education adopts a different attitude toward Natives and their culture. Contemporary educational policies are no longer premised on the idea of white superiority. Nonetheless, Canadian educators have to learn more about the worldviews of Native Canadians, in particular about the worldview of the Native Canadians, language, perceptions of family and community, and value system. Without this knowledge multicultural education is hardly possible.

Conclusion

This discussion shows that the adoption of multiculturalism into school can raise professional standards for educators. Their knowledge of different cultures has to be profound. Admittedly, schools can really foster respect and acceptance of other religions, customs, or races, but they can do it only if they are closely allied with parents who are more important agents of socialization.

This essay has also identified some of the risks which are related to school-based socialization. Increased emphasis on socialization practices can divert teachers from other duties, such as academic instruction, and this is not acceptable. Finally, promotion of racial or ethnic diversity must reflect the needs and problems faced by minority groups.

Reference List

Friesen, J. (1995). Multicultural Education as a Component of Formal Socialization. In K. Covell (Ed.), Readings in Child Development : a Canadian Perspective (pp. 172-184). Torono: Nelson Thomson Learning.

Hitlen, S. (2010). Handbook of the Sociology of Morality. NY: Springer.

Johnson, N., & Cremo, E. (1995). Socialization and the native family. In K. Covell (Ed.), Readings in child development: A Canadian perspective (pp.159-171). Toronto, ON: Nelson Canada.

Magnell, T. (1998). Values and education. New Jersey: Rodopi.

Portes, P. (2005). Dismantling educational inequality: a cultural-historical approach to closing the achievement gap. New Jersey: Peter Lang.

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