La educación multicultural y el concepto de cultura
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https://doi.org/10.35362/rie1301143Palabras clave:
educación multicultural, culturaResumen
Desde nuestro punto de vista, la discusión sobre educación multicultural surge en el momento en que ciertos aspectos de la variable cultura, en tanto variable representativa de la diversidad, se introducen en el aula y en la escuela. Cuando existe una presencia de grupos étnicos claramente diferenciados por razones del color de piel, lengua materna, valores y comportamientos religiosos, y, junto a todo ello y otros elementos más, diferencias socioeconómicas, se reconoce la necesidad de una educación «especial» para atender tales diferencias. Aparece una nueva forma de conceptualizar la discriminación que se practica a través de la escuela: la discriminación por la diferencia cultural. La vieja (?) escuela discriminatoria y reproductora de las diferencias de sexo y clase también discrimina ahora (siempre lo hizo) a quienes pertenecen a grupos culturales diferentes al dominante y hegemónico en ella, y ambas discriminaciones, lógicamente, caminan juntas.
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(1) Ésta es una versión ampliada parcialmente del trabajo con similar título publicado en la Revista de Educación 302, 83-110, 1993. Es el resultado parcial de un trabajo de investigación sobre la escolarización de hijos de inmigrantes en escuelas españolas. Versiones anteriores fueron discutidas en el International Symposium sobre «Europe in Education» (Bad Urach, Alemania, 1992), en la conferencia pronunciada en la School of Education de la Universidad de California, Davis (I-XII-92) y en el ERASMUS Intensive Course Intercultural Relations and Education: Theories, Policies and Practices, Lisboa, Marzo 19-26, 1994.
Agradecemos a Concha Delgado Gaitán y a María Dolores Villuendas los diversos comentarios a las anteriores versiones.
Agradecemos al Centro de Investigación, Documentación y Evaluación (Ministerio de Educación y Ciencia), a la Dirección General de Investigación Científica y Técnica (Ministerio de Educación y Ciencia), a la Dirección General de Migraciones (ahora en el Ministerio de Asuntos Sociales), a la Consejería de Cultura de la Junta de Andalucía y a las Comunidades Europeas (Programa meD-Campus) las diversas financiaciones obtenidas para el desarrollo de la investigación.
Este trabajo fue publicado previamente en la «Revista de Educación» del Ministerio de Educación y Cultura de España (núm. 302, septiembre-diciembre 1993). Se reimprime con la autorización del editor.
(2) Las revisiones bibliográficas han sido realizadas durante las breves estancias mantenidas en la Universidad de California, Santa Bárbara (1991) y en la Universidad de Stanford (1992). Agradecemos a la Dirección General de Investigación y Ciencia de la Junta de Andalucía y al Vicerrectorado de Investigación y Relaciones Internacionales de la Universidad de Granada las subvenciones concedidas para el desarrollo de estas estancias.
(3) Aunque reconocemos que existen ya varias tipologías sobre educación multicultural a las que se puede acudir, insistimos en nuestra propuesta de organizar el campo desde la antropología; esto es, si acaso, lo que de relativamente novedoso puede aportarse en esta primera parte.
(4) Para un mayor detalle sobre esta forma de conceptualizar la educación, véanse García-Castaño (1990) y García Castaño y Pulido (1993).
Bibliografía
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Ashworth, M.: Immigrant Children and B.C. Schools. TEAL Occasional Papers, vol. 1, «British Columbia Association of Teachers of English as an Additional Language». Vancouver, 1977.
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Baty, R. Re-educating Teachers for Cultural Awareness: Preparation for Educating Mexican-American Children in Northerm California. New York: Praeger, 1972.
Bennett, Ch.: «A Case for Pluralism in the Schools». Phi Delta Kappan, vol. 62, 8: pp. 589-591, 1981.
Bernard van Leer Foundation: Multi-cultural Societies: Early Childhood Education and Care. B. Vol. L.F., The Hague (Holland), 1984.
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Burger, H.G.: Ethnics on Education: Reports on a Conference of Spanish-Speaking, Amerindian, and Negro Cultural Lrsfers on Southwestern Teaching and Learning. Bethesda, Md: ERIC, Publication, 1969.
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Cole, D.J.: Multicultural Education and Global Education: A Possible Merger. «Theory Into Practice», vol. XXIII, 2 , 1984.
Cordasco, F.; Hillson, M. and Bullock, H.A.: The School in the Social Order. Scranton, PA: International Text-books, 1970.
Cortada, R.L.: The New Inmigrants: Implications for Educators. Trabajo presentado a la «Annual Convention of the National Catholic Educational Association». Anaheim, CA, 1986.
Cheng, L.L.: Intervention Strategies: A Multicultural Approach. «Topics in Language Disorders», vol. 9, 3 pp. 84-91, 1989.
Chesler, M.A.: Teacher Training Designs for Improving Instruction in Interracial Classrooms. «Journal of Applied Behavioral Sciences», vol. 7, 5, pp. 612-641, 1971.
Cheyney, A.B. (ed.): The Ripe Harvest: Educating Migrant Children. Coral Gables, Fla.: University of Miami Press, 1972.
Delgado-Gaitán, C.: Destacando la cultura en la educación multicultural. «Hacia una educación multicultural». F.J. García Castaño (ed.). Universidad de Granada, Granada (en prensa), 1992.
Donald, J. and Rattansi, A. (eds.): Race, Culture, Difference, Sage, London, 1992.
Dwyer-Schick, S.:The Study and Teaching Anthropology: An Annotated Bibliography. University of Georgia, Athens, 1976.
Dynneson, T.: Pre-Collegiate Anthropology: Trends and Materials. University of Georgia. Athens., 1975.
Ehlers, H. and Crawford, D.: Multicultural Education and National Unity. «Educational Forum», vol. 47, 3, pp. 263-277, 1983.
Fitouri, C. et Rollerm, S.: Biculturalisme, bilinguisme et éducation. Delachaux et Niestlé, Paris, 1983.
Foerster, L.M. and Little Soldier, D.: Applying Anthropology to Educational Problems. «Journal of American Indian Education», vol. 20, 3, pp. 1-6, 1981.
Fong, K.: Cultural Pluralism. «Harvard Civil Rights-Civil Law Review», vol. 13, 1, pp. 133-173, 1978.
García Castaño, F.J.: En busca de modelos explicativos del funcionamiento de la transmisión/adquisición de la Cultura, en «Antropología de la Educación», A. Díaz de Rada (ed.), F.A.A.E.E., Granada, 1991 (en prensa).
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(1) Ésta es una versión ampliada parcialmente del trabajo con similar título publicado en la Revista de Educación 302, 83-110, 1993. Es el resultado parcial de un trabajo de investigación sobre la escolarización de hijos de inmigrantes en escuelas españolas. Versiones anteriores fueron discutidas en el International Symposium sobre «Europe in Education» (Bad Urach, Alemania, 1992), en la conferencia pronunciada en la School of Education de la Universidad de California, Davis (I-XII-92) y en el ERASMUS Intensive Course Intercultural Relations and Education: Theories, Policies and Practices, Lisboa, Marzo 19-26, 1994.
Agradecemos a Concha Delgado Gaitán y a María Dolores Villuendas los diversos comentarios a las anteriores versiones.
Agradecemos al Centro de Investigación, Documentación y Evaluación (Ministerio de Educación y Ciencia), a la Dirección General de Investigación Científica y Técnica (Ministerio de Educación y Ciencia), a la Dirección General de Migraciones (ahora en el Ministerio de Asuntos Sociales), a la Consejería de Cultura de la Junta de Andalucía y a las Comunidades Europeas (Programa meD-Campus) las diversas financiaciones obtenidas para el desarrollo de la investigación.
Este trabajo fue publicado previamente en la «Revista de Educación» del Ministerio de Educación y Cultura de España (núm. 302, septiembre-diciembre 1993). Se reimprime con la autorización del editor.
(2) Las revisiones bibliográficas han sido realizadas durante las breves estancias mantenidas en la Universidad de California, Santa Bárbara (1991) y en la Universidad de Stanford (1992). Agradecemos a la Dirección General de Investigación y Ciencia de la Junta de Andalucía y al Vicerrectorado de Investigación y Relaciones Internacionales de la Universidad de Granada las subvenciones concedidas para el desarrollo de estas estancias.
(3) Aunque reconocemos que existen ya varias tipologías sobre educación multicultural a las que se puede acudir, insistimos en nuestra propuesta de organizar el campo desde la antropología; esto es, si acaso, lo que de relativamente novedoso puede aportarse en esta primera parte.
(4) Para un mayor detalle sobre esta forma de conceptualizar la educación, véanse García-Castaño (1990) y García Castaño y Pulido (1993).
Bibliografía
Alegret Tejero, J.L.: Racismo y educación (93-110), en «Educación Intercultural: la Europa sin fronteras», P. Fermoso (ed.). Narcea. Madrid. 1992.
American Association of Colleges for Teacher Education: No One Model American. Washington, D.C.: Author, 1973.
Ashworth, M.: Immigrant Children and B.C. Schools. TEAL Occasional Papers, vol. 1, «British Columbia Association of Teachers of English as an Additional Language». Vancouver, 1977.
Banks, J.A.: Multicultural Education: In Search of Definitions and Goals. Trabajo presentado a la Association for Supervision and Curriculum Development Institute on Cultural Pluralism, Chicago, 1974.
- Multiethnic Education. Theory and Practice. Allyn and Bacon, INC. Boston, Massachusetts, 1981.
- Multicultural Education: Development, Paradigms and Goals (12-28). «Multicultural Education in Western Societies». Banks, J.A. and J. Lynch (eds.) Holt, Rinehart and Winston, London, 1986.
Baty, R. Re-educating Teachers for Cultural Awareness: Preparation for Educating Mexican-American Children in Northerm California. New York: Praeger, 1972.
Bennett, Ch.: «A Case for Pluralism in the Schools». Phi Delta Kappan, vol. 62, 8: pp. 589-591, 1981.
Bernard van Leer Foundation: Multi-cultural Societies: Early Childhood Education and Care. B. Vol. L.F., The Hague (Holland), 1984.
Bonnet, A.: Anti-racism as a Radical Educational Ideology in London and Tyneside, in «Review of Education», vol. 16, 2, pp. 255.267. Oxford, 1990.
Bottani, N.: Et moi qui croyais qu’au Portugal il n’y avait que du soleil. Quelques considérations critiques à propos de l’éducation multiculturelle en l’education et les défis interculturels. «Practiques de Formation (Saint-Denis)», 5 pp. 9-20, 1983
Brennan, P. and Donoghue, A.A.: Biculturalism Through Experiential Language Learning, «Council of Anthropology and Education Quarterly», vol. 5, 2, pp.15-19, 1974.
Bullivant, B.M. (2): Culture: Its Nature and Meaning for Educators (29-47). «Multicultural Education. Issues and Perspectives». J. A. Banks and Ch. A.M. Banks (eds.). Allyn and Bacon, Boston, 1993.
Burger, H.G.: Ethnics on Education: Reports on a Conference of Spanish-Speaking, Amerindian, and Negro Cultural Lrsfers on Southwestern Teaching and Learning. Bethesda, Md: ERIC, Publication, 1969.
Bushnell, W.: The Inmigrant (West Indian, Child in School), in «Stresses in Children». (Ed.). Ved. P. Varna, London: University of London Press, pp. 82-92, 1973.
Camilleri, C.,: From Multicultural to Intercultural: How to Move from One to the Other (141-152). «Cultural Diversity and The Schools. Education for Cultural Diversity: Convergence and Divergence». Lynch, J.; C. Modgil and S. Modgil (eds.). Vol. I. The Falmer Press. London, Washington, D.C., 1992.
Clark, K.B.: Clash of Cultures in the Classroom. «Integrated Education», vol. I, 4 pp. 7-14, 1963.
Clark, T.: Why we need Better Multiethnic Education? «Social Education», vol. 42, 2, pp. 163-164, 1978.
Cohen, Ch. B.: Teaching About Ethnic Diversity. ERIC «Clearinghouse for Social Studies/Social Science Education», Bloomington, 1986.
Cohen, P.: It’s Racism What Dunnit: Hidden Narratives in Theories of Racism (62-103). «Race, Culture Difference». J. Donald and A. Rattansi (eds.). Sage, London, 1992.
Cole, D.J.: Multicultural Education and Global Education: A Possible Merger. «Theory Into Practice», vol. XXIII, 2 , 1984.
Cordasco, F.; Hillson, M. and Bullock, H.A.: The School in the Social Order. Scranton, PA: International Text-books, 1970.
Cortada, R.L.: The New Inmigrants: Implications for Educators. Trabajo presentado a la «Annual Convention of the National Catholic Educational Association». Anaheim, CA, 1986.
Cheng, L.L.: Intervention Strategies: A Multicultural Approach. «Topics in Language Disorders», vol. 9, 3 pp. 84-91, 1989.
Chesler, M.A.: Teacher Training Designs for Improving Instruction in Interracial Classrooms. «Journal of Applied Behavioral Sciences», vol. 7, 5, pp. 612-641, 1971.
Cheyney, A.B. (ed.): The Ripe Harvest: Educating Migrant Children. Coral Gables, Fla.: University of Miami Press, 1972.
Delgado-Gaitán, C.: Destacando la cultura en la educación multicultural. «Hacia una educación multicultural». F.J. García Castaño (ed.). Universidad de Granada, Granada (en prensa), 1992.
Donald, J. and Rattansi, A. (eds.): Race, Culture, Difference, Sage, London, 1992.
Dwyer-Schick, S.:The Study and Teaching Anthropology: An Annotated Bibliography. University of Georgia, Athens, 1976.
Dynneson, T.: Pre-Collegiate Anthropology: Trends and Materials. University of Georgia. Athens., 1975.
Ehlers, H. and Crawford, D.: Multicultural Education and National Unity. «Educational Forum», vol. 47, 3, pp. 263-277, 1983.
Fitouri, C. et Rollerm, S.: Biculturalisme, bilinguisme et éducation. Delachaux et Niestlé, Paris, 1983.
Foerster, L.M. and Little Soldier, D.: Applying Anthropology to Educational Problems. «Journal of American Indian Education», vol. 20, 3, pp. 1-6, 1981.
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Cómo citar
García Castaño, F. J., Pulido Moyano, R. A., & Montes del Castillo, Ángel. (1997). La educación multicultural y el concepto de cultura. Revista Iberoamericana De Educación, 13, 223–256. https://doi.org/10.35362/rie1301143
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1997-01-01
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