A Multicultural Approach to Teaching History

We can’t alter the past, but we can change the way we study it. And in California, we are doing just that with our approach to history: It is becoming more multicultural.

In a nutshell, this means presenting important events initiated not only by Europeans, but by all cultures--and not just from a European viewpoint, but from that of all participants.

The push toward multiculturalism in academia is, I think, the logical result of a growing minority population and subsequent interest in their cultural histories.

California is one of the most ethnically diverse states in the nation. Nearly 43% of us are Latino, black, Asian or of other non-Anglo ethnic or racial groups, according to the 1990 Census.

So it is fitting that our state is in the vanguard in advocating a multicultural approach to history. In fact, our “History-Social Science Framework,” which states specific goals and subject matter for each grade from kindergarten through 12th, is a particular trendsetter.

It was rewritten to include multiculturalism, and adopted by the State Board of Education, in 1987. It is the first curriculum in the country to recognize, as it says, “the multicultural character of American society, now and in the past,” and to incorporate “the stories of the many different groups” who make up the American people.

Students at every grade level get a taste of the contributions and roles of other cultures in United States history and world history, because each year’s curriculum has been revamped to include it.

One of the most notable changes in the framework is the greater time allotted for studying world history. That means being able to study the roles of more cultures, and in greater depth.

Emma Hipolito, a history teacher at Santa Monica High School, says it is in world history courses that the effect of multiculturalism is most obvious.

“When I took what is now world history, it was (called) Western Civilization, and that’s all we studied: the Greeks, Romans, up to present-day Europe,” Hipolito said. “We never heard anything about Latin America or Africa.” Now every region gets its due.

Making history multicultural also means changing how we view and present some of our traditionally most cherished historical figures--a point hotly debated during the recent 500-year anniversary of Columbus’ arrival in North America.

For example, “the (European) explorers were looked upon as heroes, but they were driven by greed, by economic desire,” said Donald Hedrick, another history teacher. “They cared very little for the cultures they were trampling on, how they treated people who were less powerful than they.”

Traditionally celebrated events must also be re-examined in fairness to the cultures involved.

“The westward expansion? For people living in California, it was an invasion,” history teacher Patrick Cady said. “You’ve got to change your perspective a little . . . and let (students) know there are always two sides to every story.”

Adjusting to such big changes in curriculum presents some challenges. By far the biggest problem in making history multicultural, according to my colleagues, is finding information by or about previously under-represented cultures.

Textbook publishers have begun providing excellent multicultural histories, but good teachers generally want supplementary sources, and the hunt can be difficult.

“It’s a problem for me--especially the more current history,” Hipolito said. “I was researching Somalia, and I didn’t find what I needed.”

She added that finding thorough material by and about American Indians for her U.S. history students is also tough.

“I know there are (historical) works by people of other cultures, but it’s just really hard to find,” said Judi Fox, a Santa Monica High School practice teacher who is now earning her teaching credential at UCLA.

Like many social studies teachers, Fox says she realizes that mastering the many cultural perspectives required by the framework will take a lot of time and independent research.

“It’s going to take me years to develop that, mostly by personal study,” Fox said, “taking classes, buying books, talking with experts. I don’t think it’s readily available for teachers.”

I have been doing some hunting of my own, however, and next week I’ll recommend some good sources in the area for teachers and parents to find free or inexpensive multicultural materials for students of all ages.