A CRITIC PAPER ASSIMILATION IDEOLOGY: CRITICALLY EXAMINING UNDERLYING MESSAGES IN MULTICULTURAL LITERATURE

by: MYRNA LYN C. CASTILLO

Summary Incorporating multicultural literature into our curriculum aims at extending students knowledge about parallel culture by exposing them to the differences and similarities between their culture and that of other groups. Although teachers have good intentions of advocating multicultural education, some multicultural books deliver the ideology of assimilation instead of promoting cultural pluralism. In the study conducted by Bogum Yoon, Anne Simpson and Claudia Haag, the researchers sought to find out what ideologies are embedded in the multicultural texts and how the ideologies of assimilation or pluralism are presented. The study dealt with an in-depth analysis of literary books for middle school students in the United States beyond the literary elements such as plot and character development. To understand complex underlying ideologies within the texts, the researchers explicitly analyzed ten randomly selected multicultural books. Thus, they designed criteria and guide questions for selecting multicultural books that promote critical pedagogy. Along with the suggested criteria, recommendations for selecting multicultural books were presented as well.

II. Discussion Let me begin with the definition of key terms. Multicultural literature refers to books about specific cultural groups considered to be outside of dominant sociopolitical culture. Ideology is defined as the body of beliefs that guides individuals or groups. Assimilation is the process by which individuals from one minority group blend into dominant group by losing their own identities. Finally, pluralism is defined as the process by which individuals from one underrepresented group sustain their own cultural and linguistic identities. Looking at the theoretical framework of the study, two approaches were used to fill the gaps in our understanding and to further examine how the ideology issues of assimilation or pluralism are dealt with in multicultural books. The first is the approach for the exceptional and culturally different multicultural education which we refer to as cultural pluralism. I argue that assimilation approach is especially

helpful to English as a Second Language (ESL) and English as Foreign Language (EFL) learners. When teachers adopt this approach, they help educate minority groups to conform to a dominant system. For example, if students use English, the language of a dominant group in the classroom, they acquire more knowledge and skills for participating in a market-driven society because most companies require fluency in the language. As opposed to the first approach, the cultural pluralism approach is more concerned with diversity, choice and equal opportunity. When teachers use this approach, they help increase students understanding of the diversity of humans by choosing books that represent diverse cultural groups without stereotype or discrimination. The second approach facilitates understanding of the history, customs, values and language of a particular cultural group. I strongly support that multicultural text also offers students a means of finding connections between literature and their own communities. For example, a teacher may begin by encouraging students to investigate the practices of a given culture, for example, and then ask students how these practices support or subvert the political power structure. .They also encourages students to direct their own investigations of literary texts, focusing on issues that are important in their daily lives. That focus often inspires students to read literature more closely, exploring why an author might have made specific literary choices and how those choices support or resist dominant ideologies. Students may then write argumentative essays, petitions, or proposals for making positive changes in their communities. The above-mentioned approaches served as the basis for the review of multicultural text. The researchers examined closely which positions were framed in the text and how they are depicted. Ten multicultural books were randomly selected and categorized into three characteristics: neutral/unclear, pluralistic and assimilationist. In this context, I believe that looking critically at the underlying ideologies in multicultural books requires expertise as some texts may contain both characteristics: assimilation and pluralism. Another issue to be considered is identifying the dominant ideology. Competing ideologies can coexist in the same book. Would the dominant ideology at the end of the story

weigh more than its body? Some books may even have complex ideologies. These circumstances would pose a question to grouping or assessing the true nature of multicultural texts. Judging their content could be subjective at some point if theres no standard in categorizing the ideology portrayed. Moreover, the findings showed that four books (33%) were categorized as assimilationists, two books (17%) as pluralistic and six books (50%) as neutral/unclear. In my analysis, I learned that even if books are labeled as multicultural, they might depict assimilation. It made me question whether multicultural texts are really promoting cultural

pluralism. Looking at this perspective, some multicultural textbooks dont really promote equity and diversity. Thus, readers might be confused with its theme especially young readers who cant critically discern the underlying ideologies. Also, multicultural texts might give readers different interpretations if there is no clear ideology presented. Another problem that runs up against is superfluous story. The content may not accurately portray the cultural groups way of life. Do they really portray the principles of multicultural literature? Unclear depiction of the ideologies can lead to tensions in understanding their implication. The suggested criteria and practices of critical multicultural education for teachers are ideology through inferred messages, representation of all people and promotion of critical pedagogy. Close attention to inferred messages of texts is important. Theres a necessity to read beyond literary elements and asks what ideologies are embedded in the text. It should be able to answer the two questions: Do the central characters maintain identity in the native culture? Does the text support native culture at the end of the story? Also, teachers should take into account whether the text will allow underrepresented students to see themselves in the literature or whether it will provide new cultural, social and political perspective to students who are from the dominant culture. It is vital to ensure that the literature provides both groups of students with opportunities to see values of both cultures. Finally, teachers may also think about whether their use of multicultural literature can promote critical pedagogy that will challenge the social structure embedded within schooling. By using multicultural books that truly promote pluralism and by helping students read the world by reading books, teachers expand their students abilities and develop critical thinking. Critical discussion of multicultural texts requires the need for international

communication and mutual understanding in the modern world. Through academic practice and experience, teachers can evaluate texts not just as a work of art but as a reflection of ones culture.

III. Recommendations After carefully evaluating the research conducted and with the intention of assisting teachers evaluate multicultural texts, I came up with the following suggestions. First, literary quality is important when choosing a book for use with children. Careful selection of materials by analyzing its main ideology would ensure the multicultural text really serve its purpose which is to promote understanding among culture. For teachers, identifying quality childrens literature can be a time consuming task. But if they want to be sure that the

literature they use offers positive role models for all children, then they must be sensitive in choosing appropriate reading material. Similarly, some books that claim to contain multicultural theme are written by authors who have no credible point of reference. As a result, it may contain factual errors, stereotypes and inaccurate illustrations. If reader, for instance, are unfamiliar with the groups being studied, they could get the wrong information and develop stereotype. Next, to promote better understanding of multicultural literature, any book chosen should portray diversity and wide range of representation of that particular race or ethnic group. Books should give an accurate picture of the culture. I believe fiction should not be use if ones goal is to promote multicultural literature. It would be better to choose texts that accurately discuss the folktales and or history of different cultures and groups. Finally, its important to select appropriate text by looking at the relevance in learners life, whether students can overcome ignorance or empathize with these groups and stop their prejudice and discrimination against them. Hence, the purpose of giving multicultural texts should not be only for the sake of complying to the curriculum but for understanding the cultural aspects of these groups and being able to identify with the characters and see themselves portrayed in literature. In the Philippine setting, I would suggest that basic education should strengthen the integration of multicultural education in the classroom. Literatures can present students with clear contrasts in perspective and can help them to understand their own cultural heritage and those of others- within and outside the classroom. School libraries should also include multicultural books to promote reading practices of critical multicultural education. However, librarians must be selective in choosing the right materials to deliver certain ideologies. Teachers should direct students in their reading with emphasis on critical thinking and other higher cognitive skills. Applying this concept in the local scene, minority groups in the Philippines are still experiencing discrimination and prejudice. Our knowledge about their ethnic origin and background are limited to what we read or heard from others. But the key thing is there might be biases in the way the information are presented and the accuracy of the details. Without careful analysis of their content, children could me the victim of this misleading information. Thus, teachers responsibility are of great importance in selecting appropriate reading materials. Along with these recommendations, children should be more exposed to multicultural literature because text is a powerful medium for understanding the world. Young children find it easier to assimilate new information when this information is presented within the structure of a

story. Moreover, students can benefit from reading literature that reflects their own ethnic and cultural background. Such literature can be an important tool in helping them develop sense of pride in their background.

Source: Journal of Adolescent and Adult Literary, Oct, 2010. www.ebscohost.com