Analysis Of The Canon Debate, Knowledge Construction, And Multicultural Education - Essay Example

Analysis Of The Canon Debate, Knowledge Construction, And Multicultural Education When considering the article by James A. Banks, “The Canon Debate, Knowledge Construction, and Multicultural Education, (1993), which discusses what type of curriculum about diversity should be taught in schools and universities, he only recognizes three basic types of scholars that participate in the canon debate. This is limiting other ethnic groups that also are students in these schools. Their history and culture is just as important school curriculum as any.

There are many presumptions and opinionated statements made on behalf of the major three groups he acknowledges: the Western traditionalists, the Afro centrists, and the multiculturalists (Banks 4). He has used a limited amount of research to formulate his position. While he is knowledgeable, it is difficult to assume what the standard curriculum in schools should be. It seems odd to classify knowledge into five different categories because they actually overlap. They are labeled as personal and cultural knowledge, transformative academic knowledge, school knowledge, mainstream academic knowledge, and popular knowledge.

What people may consider to be popular knowledge may be something that they learn at school. For example, a student who is Caucasian may learn something about African-American culture at school while for an African-American student, it would be popular knowledge. It is as though he has categorized knowledge in different ways that overlap more than he describes in his figure (Banks 5). The other article written by McCarty at least takes into consideration Native American students. However, the information is full of facts and less opinion so comparing McCarty and Banks’ standpoints is like comparing apples and oranges.

McCarty has more substantial evidence to back findings. However, while the author does acknowledge the Native American culture, it is limited to only four major tribal groups, (McCarty 664) leaving out a substantial number of students when it comes to more diverse curriculum and knowledge and what should be learned and taught in the classroom. Both are important articles when it comes to considering what should be taught in the classroom in regards to multiculturism and to consider the diversity within classrooms in schools and universities.

Works CitedBanks, James A. “The Canon Debate, Knowledge Construction, and Multicultural Education.” Educational Researcher 22.5 (1993): 4-14. Web. Retrieved 2 December 2014. McCarty, Teresa L., Romero-Little, Mary Eunice, and Zepeda, Ofelia. “Native American Youth Discourses on Language Shift and Retention: Ideological Cross-currents and their Implications for Language Planning.” The International Journal of Bilingual Education and Bilingualism 9.5 (2006): 659-677. Web. Retrieved 2 December 2014.