ANALYSIS OF APPROACHES 2
Abstract
J. Banks proposes five options for multicultural curriculum reform: The Contribution Approach,
the Ethnic Additive Approach, the Transformative Approach, the Decision-Making and Social
Action Approach, and the Mixing and Blending the Approaches (Banks, J., 1988). These
techniques are presented as a continuum, with the first being a tiny step and the last combining
the best aspects of all approaches. The definition of multicultural education is a process of
school transformation and instruction for all children (Koppelman, K., 2020). National
Association for Multicultural Education describes multicultural education as a philosophy that
trains students to be responsible members of a varied society (The National Association for
Multicultural Education, 2020). It is frequently misinterpreted and avoided as a result of
presumptions. For meaningful transformation to occur, these assumptions regarding
curriculum, learning, teaching, and the purpose of schools must be revised (Koppelman, K.,
2020). The United States tends to be prejudiced in favor of white Euro-American contributions.
Reform of multicultural curricula is necessary to analyze the impact of various cultures and to
comprehend the opinions and experiences of our varied society (Koppelman, K., 2020).
Educators must go beyond the practice of commemorating heroes and ethnic festivals. They
must educate pupils to analyze their own prejudices, solve problems, and take action to end
racism and discrimination.
Analysis of Approaches
This analysis will focus on two of the five methods to multicultural curriculum reform: The
Contribution Approach and the Decision-Making and Social Action Approach. Contemporary
educational best practices, relevant instances of my personal experiences, and current theory
will be discussed. From a Christian viewpoint, these two methods will be compared. As a
ANALYSIS OF APPROACHES 3
representation of God's love, Christians should strive to imitate Christ in their words and
actions. Beginning in the 1960s, multiculturalism has gradually gained acceptance. There is still
more work to be completed. Teachers must be educated, curricula must be revised, and action
must be taken to eradicate prejudice and oppression for all staff and students. The Contribution
Approach, which merely adds heroes and holidays on certain days, scrapes the surface of the
necessary modifications, but it is a decent starting point. In accordance with the Ethnic Additive
Approach, the curriculum must be augmented with a variety of new subjects (Banks, J., 1988).
All of these curricular additions should be examined through the prism of the Transformative
Approach's numerous perspectives (Banks, J., 1988). Each strategy adds a new layer. The
Decision-Making and Social Action Approach delves further by studying facts, identifying
genuine problems, brainstorming helpful ideas, and taking action to achieve the multicultural
objective of providing the greatest possible education to all kids (Banks, J., 1988). The fifth
strategy, Mixing and Blending the Approaches, combines the strengths of each strategy (Banks,
J., 1988). Reforming multiculturalism takes time, has begun, and must continue.
The Contribution Approach
The Contributions Approach, the most prevalent multicultural reform strategy, incorporates
ethnic heroes into the current curriculum (Banks, J., 1988). The Heroes and Holiday Approach,
a descendant of The Contribution Approach, incorporates ethnic holidays such as Cinco de
Mayo, Martin Luther King's birthday, Black History Week, Diwali, and Chinese New Year, in
addition to heroes (Banks. J., 1988). The multicultural holidays should include holidays
observed by students and faculty to demonstrate respect for the school's diverse population.
However, other ethnic festivals should not be omitted so that no group is devalued or
overlooked. Leviticus instructs us to love all people as ourselves and to not abuse outsiders
(Leviticus 19:34, King James Bible, 1769/2017). Christmas and Easter provide Christians with an
opportunity to discuss Jesus in a politically correct manner, since educators are permitted to
express all viewpoints and beliefs. This strategy restricts material to specified times and/or days.
ANALYSIS OF APPROACHES 4
While this is the easiest solution to execute and an excellent starting point, it has some
disadvantages. The Contribution Approach is silent on victimhood, oppression, racism, poverty,
and a global perspective on diversity (Banks, J., 1988). Focusing on heroes and celebrations
overlooks the ordinary culture of many nationalities, so allowing myths to persist.
The only multicultural experience I had throughout my early education in the 1970s was a
multicultural lunch in the fifth grade. It was a one-day celebration, and we were each required
to bring cuisine from a different nation. It was an urban middle school with a majority of white
kids. I recall that nobody knew what to bring, so it evolved into an American potluck. Never
were ethnic heroes examined. This is a very rough representation of The Heroes and Holiday
Approach as it existed on a certain day many years ago. It was a pretty modest initial step.
Today, I am blessed to be a part of a multiethnic church where people of many backgrounds
worship God together. We routinely honor the meals, holidays, and attire of several civilizations.
I began teaching at a mostly African-American low-socioeconomic school in Oklahoma in 1988.
We did not mention multicultural festivals or ethnic heroes. I wish I had known what I know
now back then, so I could have taken that initial step. Beginning in 2000, heroes and ethnic
festivals were included into the school curriculum in Texas. The assignments included book
reports, holiday decorations, foods, and costumes. They were separate days that were not
integrated into regular training. This was a step above anything I had encountered while
growing up in Virginia. Present-day educational procedures should involve exposure to heroes
and celebrations and go beyond this initial level. Reforms in multicultural education have been
achieved since the 1960s, yet there is still more to be done. Advancing does need a first step
such as the Contribution Approach.
The Decision-Making Social Action Approach
J. Banks's fourth proposal for changing the multicultural curriculum is far more advanced than
the previous three. The Decision-Making Social Action Approach incorporates elements of the
previous techniques and takes them one step further. Students get a sense of political efficacy
ANALYSIS OF APPROACHES 5
and a sense of empowerment by studying social problems and tying them to specific actions
that will be performed (Banks, J., 1988). This strategy examines data to identify and resolve
diversity-related issues. It then generates solutions to issues, motivating pupils to take action.
My experience with this method is more with adults than with students during the data
processing phase. I routinely collaborate with district administrators to analyze their academic
data and base instructional decisions on it. One of the things we do is examine this data
disaggregated by subpopulations, such as race. Culture surveys and analyses of recruitment and
retention of different teachers can also provide crucial information for comprehending existing
issues (Allen-Handy, A., et al., C. W., 2017). Examining data should generate other inquiries.
Why does one group differ dramatically from the others? Is this a result of the curriculum?
Contribute their systems or policies to these data? Do we have instructors who can connect
with this population? Do the members of this group feel respected and valued? What data from
our cultural study may possibly explain this? Real data helps eliminate assumptions and
prejudices when utilized to identify potential issue areas.
David provided an excellent example for Christians when he prayed, "Search me, O God, and
know my heart; try me, and know my thoughts; and see if there is any evil way in me; and guide
me on the path everlasting" (King James Bible, 1769/2017, Psalms 139: 23-24). Critical to the
Decision-Making and Social Action Approach are data analysis, self-reflection, problem-solving,
and the determination of appropriate actions to solve the problem. The good consequence is
selecting and carrying out an activity. Regarding biases, preconceptions, and prejudices,
educational approaches should involve attentive listening and open discourse. Technology
enables instructors and students to establish global connections. This new exposure to various
cultures should be beneficial for everyone. God has ordered us to demonstrate our love not
only with words, but also with deeds and the truth (1 John 3:18). When people comprehend
the problems and viewpoints of others, they may respond in a manner that pleases God.
Compare and Contrast
ANALYSIS OF APPROACHES 6
If multicultural curriculum change is viewed as a trip, then the Contributions Approach would
be the first stop along the road. The journey's objective would be to make a difference. Analysis
of problems, including data, to determine potential next actions is nearly complete. The
Decision-Making and Social Action Approach concludes with improving worldwide acceptance
and respect for all persons via action. The initial step of researching ethnic heroes is insufficient
to effect change. Reforming multicultural ideals involves instructing pupils to be problem-
solvers and to take action for the welfare of everyone. Unknown author said, "I would rather be
excluded for who I include than included for who I omit." Today's education should honor
varied heroes and ethnic festivals, provide multiple points of view, educate critical thinking, and
encourage action based on an appreciation of other cultures. For effective learning, a
multicultural curriculum should blend theory and practice (Koppelman, K., 2020). With the
majority of instructors being white middle-class women and the number of pupils from other
backgrounds rising steadily, multicultural reform is necessary (Koppelman, K., 2020). This
disparity in culture creates difficulties for educators that frequently result in a detriment to
children (Williams III, J., & Glass, T., 2019). Many instructors did not acquire preparation for a
diverse student population throughout their teacher education (Williams III, J., & Glass, T.,
2019). According to a research conducted in 2022, training instructors for various student
populations throughout teacher education offers them a solid base upon which to build
(Mensah, F. M., 2022). Training teachers for today's diverse students, updating the curriculum
to incorporate ethnic contributions and theories from diverse perspectives, identifying
problems, and taking action to solve real problems in our current diverse society are essential
for providing an education that meets the needs of all students.
References
Allen-Handy, A., Farinde-Wu, & Lewis, C. W. (2017). Black female teachers : diversifying the
ANALYSIS OF APPROACHES 7
United States’ teacher workforce. Emerald Publishing.
Banks, J. (1988). Approaches to multicultural curriculum reform. Multicultural Leader, 1(2).
King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/
(Original work published 1769).
Koppelman, K. (2020). Understanding human differences: Multicultural education for a diverse
America. Boston, MA: Pearson/Allyn & Bacon.
Mensah, F. M. (2022). “Now, I See”: Multicultural science curriculum as transformation and
social action. Urban Review, 54(1), 155–181. https://doi.org/10.1007/s11256-021-
00602-5
The National Association for Multicultural Education. (2020). Definitions of multicultural
education. Retrieved from https://www.nameorg.org/definitions_of_multicultural_e.php
Williams III, J. A., & Glass, T. S. (2019). Teacher education and multicultural course in North
Carolina, Journal for Multicultural Education, 13(2), 155-168. doi:10.1108/JME-05-2J
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