Banks CanonDebateKnowledge 1993
Banks CanonDebateKnowledge 1993
Banks CanonDebateKnowledge 1993
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extend access to Educational Researcher
I review the debate over multicultural education in this article, The Afrocentrists maintain that African culture and history
state that all knowledge reflects the values and interests of its crea- should be placed at the "center" of the curriculum in order
tors, and illustrate how the debate between the multiculturalists to motivate African Americans students to learn and to help
and the Western traditionalists is rooted in their conflicting con- all students to understand the important role that Africa has
ceptions about the nature of knowledge and their divergent political played in the development of Western civilization (Asante,
and social interests. I present a typology that describes five types 1991a). Many mainstream multiculturalists are ambivalen
of knowledge and contend that each type should be a part of the about Afrocentrism, although few have publicly opposed
school, college, and university curriculum. it. This is in part because the Western traditionalists rarely
Educational Researcher, Vol. 22, No. 5, pp. 4-14. distinguish the Afrocentrists from the multiculturalists and
describe them as one group. Some multiculturalists may also
perceive Afrocentric ideas as compatible with a broader con-
cept of multicultural education.
The influence of the multiculturalists within schools and
A heated and knowledge
about what divisiverelated
national debate
to ethnic is taking
and cultural place
diversity should be taught in the school and univer- universities in the last 20 years has been substantial. Many
sity curriculum (Asante, 1991a; Asante & Ravitch, 1991; school districts, state departments of education, local school
D'Souza, 1991; Glazer, 1991; Schlesinger, 1991; Woodward, districts, and private agencies have developed and imple-
1991). This debate has heightened ethnic tension and con- mented multicultural staff development programs, confer-
fused many educators about the meaning of multicultural ences, policies, and curricula (New York City Board of
education. At least three different groups of scholars are par- Education, 1990; New York State Department of Education,
ticipating in the canon debate: the Western traditionalists, 1989, 1991; Sokol, 1990). Multicultural requirements, pro-
the multiculturalists, and the Afrocentrists. Although there grams, and policies have also been implemented at many
are a range of perspectives and views within each of these of the nation's leading research universities, including the
groups, all groups share a number of important assump- University of California, Berkeley, Stanford University,
tions and beliefs about the nature of diversity in the United The Pennsylvania State University, and the University of
States and about the role of educational institutions in a Wisconsin system. The success that the multiculturalists
pluralistic society. have had in implementing their ideas within schools and
The Western traditionalists have initiated a national ef- universities is probably a major reason that the Western
fort to defend the dominance of Western civilization in the
traditionalists are trying to halt multicultural reforms in the
school and university curriculum (Gray, 1991; Howe, 1991; nation's schools, colleges, and universities.
Woodward, 1991). These scholars believe that Western his- The debate between the Western traditionalists and the
multiculturalists is consistent with the ideals of a democratic
tory, literature, and culture are endangered in the school
and university curriculum because of the push by feminists,society. To date, however, it has resulted in little produc-
ethnic minority scholars, and other multiculturalists for cur-tive interaction between the Western traditionalists and the
riculum reform and transformation. The Western tradition- multiculturalists. Rather, each group has talked primarily
alists have formed an organization called the National Asso- to audiences it viewed as sympathetic to its ideologies and
ciation of Scholars to defend the dominance of Western visions of the present and future (Franklin, 1991; Schles-
civilization in the curriculum. inger, 1991). Because there has been little productive dia-
logue and exchange between the Western traditionalists and
The multiculturalists believe that the school, college, and
university curriculum marginalizes the experiences of peo- the multiculturalists, the debate has been polarized, and
ple of color and of women (Butler & Walter, 1991; Gates, writers have frequently not conformed to the established
1992; Grant, 1992; Sleeter, personal communication, rules
Oc- of scholarship (D'Souza, 1991). A kind of forensic
tober 26, 1991). They contend that the curriculum shouldsocial science has developed (Rivlin, 1973), with each side
be reformed so that it will more accurately reflect the stating
his- briefs and then marshaling evidence to support its
tories and cultures of ethnic groups and women. Two orga-
nizations have been formed to promote issues related to
ethnic and cultural diversity. Teachers for a Democratic Cul-
ture promotes ethnic studies and women studies at the uni-
JAMES A. BANKS is professor and director, Center for Multicul-
versity level. The National Association for Multicultural tural Education, University of Washington, Seattle, WA 98195.
Education focuses on teacher education and multicultural He specializes in social studies education and multicultural
education in the nation's schools. education.
4 EDUCATIONAL RESEARCHER
JUNE-JULY 1993 5
a point similar to Merton's when she wrote about how the Knowledge
The world has had to limp along with the wobbling gait
and the one-sided hesitancy of a man with one eye. Sud- FIGURE 1. The interrelationship of the types of knowledge. This
denly the bandage is removed from the other eye and the figure illustrates that although the five types of knowledge discussed
whole body is filled with light. It sees a circle where before
in this article are conceptually distinct, they are highly interrelated
it saw a segment. in a complex and dynamic way.
6 EDUCATIONAL RESEARCHER
Types of Knowledge
Personal/cultural The concepts, explanations, and interpreta- Understandings by many African Americans
tions that students derive from personal ex- and Hispanic students that highly individual-
periences in their homes, families, and com- istic behavior will be negatively sanctioned
munity cultures. by many adults and peers in their cultural
communities.
Popular The facts, concepts, explanations, and inter- Movies such as Birth of a Nation, How the
pretations that are institutionalized within West Was Won, and Dances With Wolve
the mass media and other institutions that
are part of the popular culture.
Mainstream academic The concepts, paradigms, theories, and ex- Ulrich B. Phillips, American Negro Slavery;
planations that constitute traditional Western- Frederick Jackson Turner's frontier theory;
centric knowledge in history and the behav- Arthur R. Jensen's theory about Black and
ioral and social sciences. White intelligence.
Transformative academic The facts, concepts, paradigms, themes, and George Washi
explanations that challenge mainstream aca- Negro Race in America; W. E. B. DuBois,
demic knowledge and expand and substan- Black Reconstruction; Carter G. Woodson,
tially revise established canons, paradigms, The Mis-education of the Negro; Gerda
theories, explanations, and research methods. Lerner, The Majority Finds Its Past; Rodolfo
When transformative academic paradigms Acufia, Occupied America: A History of
replace mainstream ones, a scientific revolu- Chicanos; Herbert Gutman, The Black Fami-
tion has occurred. What is more normal is ly in Slavery and Freedom 1750-1925.
that transformative academic paradigms
coexist with established ones.
School The facts, concepts, generalizations, and in- Lewis Paul Todd and Merle Curti, Rise of the
terpretations that are presented in textbooks, American Nation; Richard C. Brown, Wilh
teacher's guides, other media forms, and lec- mena S. Robinson, & John Cunningham,
tures by teachers. Freedom Ring: A United States History.
knowledge. The assumptions, perspectives, and conform to established norms, rules, and expectations. She
insights
recommends
that students derive from their experiences in their homes that teachers help African American students
and community cultures are used as screens to learnview
the rules of power in the school culture by explicitly
and
interpret the knowledge and experiences that they teaching them to the students. The cultural knowledge that
encoun-
ter in the school and in other institutions withinmany
theAfrican
larger American, Latino, and American Indian stu-
society. dents bring to school conflict with school norms and values,
Research and theory by Fordham and Ogbu (1986) indi- with school knowledge, and with the ways that teachers
cate that low-income African American students often ex- interpret and mediate school knowledge. Student cultural
perience academic difficulties in the school because of the knowledge and school knowledge often conflict on variables
ways that cultural knowledge within their community con- related to the ways that the individual should relate to and
flicts with school knowledge, norms, and expectations. interact with the group (Hale-Benson, 1982; Ramirez &
Fordham and Ogbu also state that the culture of many low- Castafeda, 1974; Shade, 1989), normative communication
income African American students is oppositional to the styles and interactions (Heath, 1983, Labov, 1975; Philips,
school culture. These students believe that if they master 1983; Smitherman, 1977), and perspectives on the nature
the knowledge taught in the schools they will violate fic- of U.S. history.
tive kinship norms and run the risk of "acting White." Ford- Personal and cultural knowledge is problematic when it
ham (1988, 1991) has suggested that African American conflicts with scientific ways of validating knowledge, is op-
students who become high academic achievers resolve the positional to the culture of the school, or challenges the main
conflict caused by the interaction of their personal cultural tenets and assumptions of mainstream academic knowl-
knowledge with the knowledge and norms within the edge. Much of the knowledge about out-groups that stu-
schools by becoming "raceless" or by "ad hocing a culture." dents learn from their home and community cultures con-
Delpit (1988) has stated that African American students sists of misconceptions, stereotypes, and partial truths
are often unfamiliar with school cultural knowledge regard- (Milner, 1983). Most students in the United States are so-
ing power relationships. They consequently experience aca- cialized within communities that are segregated along racial,
demic and behavioral problems because of their failure to ethnic, and social-class lines. Consequently, most American
JUNE-JULY 1993 7
8 EDUCATIONAL RESEARCHER
(Stampp, 1956). Phillips was a respected authority oncepts the in transformative academic knowledge: Columbus did
antebellum South and on slavery. His book, which became not discover America. The Indians had been living in this
a historical classic, is essentially an apology for Southernland for about 40,000 years when the Europeans arrived.
slaveholders. A new paradigm about slavery was developed Concepts such as "The European Discovery of America"
in the 1970s that drew heavily upon the slaves' view of theirand "The Westward Movement" need to be reconceptual-
own experiences (Blassingame, 1972; Genovese, 1972; Gut- ized and viewed from the perspectives of different cultural
man, 1976). and ethnic groups. The Lakota Sioux's homeland was not
During the late 19th and early 20th centuries, the Ameri- the West to them; it was the center of the universe. It was
can Indian was portrayed in mainstream academic knowl- not the West for the Alaskans; it was South. It was East
edge as either a noble or a hostile savage (Hoxie, 1988). for the Japanese and North for the people who lived in Mex-
Other notions that became institutionalized within main- ico. The history of the United States has not been one of
stream academic knowledge include the idea that Columbus continuous progress toward democratic ideals. Rather, the
discovered America and that America was a thinly popu- nation's history has been characterized by a cyclic quest for
lated frontier when the Europeans arrived in the late 15th democracy and by conflict, struggle, violence, and exclu-
century. Frederick Jackson Turner (Turner, 1894/1989) argued sion (Acufia, 1988; Zinn, 1980). A major challenge that faces
JUNE-JULY 1993 9
10 EDUCATIONAL RESEARCHER
JUNE-JULY 1993 11
12 EDUCATIONAL RESEARCHER
JUNE-JULY 1993 13
? I . . ..... I. .
children, which are a year apart in age, I stayed home for five years to
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woman has a natural bond with her child that makes her the best person
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14 EDUCATIONAL RESEARCHER