Teaching children to embrace multiculturalism
\n
\nAhmad Bukhori
\nBoston<\/p>\n
To reduce prejudiced behavior in society, children must be
\ntaught to embrace multiculturalism. Studies in multicultural
\ndevelopment claim that bias is learned in childhood. An emerging
\ndemocratic country, Indonesia has often experienced conflicts
\nbetween ethnic and religious groups, such as in Aceh, Ambon, and
\nPapua. This is inconsistent with Unity in Diversity (Bhineka
\nTunggal Ika) as cited in the Pancasila.<\/p>\n
With education a means to a harmonious intercultural society,
\nas Paul Gorski of Hamline University claims, multicultural
\neducation can shield people from the negative effects of
\nglobalization. The implementation of multicultural education in
\nthe U.S. could be a good reference point for a diverse country
\nlike Indonesia as, population-wise, the two countries are
\nsimilar.<\/p>\n
Promoting multiculturalism is one of many ways to unite our
\ndiverse nation. However, it may take a while for society to learn
\nto appreciate its diversity. The ideal of unity may be defended,
\nfor instance, but diversity ignored. This practice is deeply
\nrooted in some groups. To change this, our children must learn to
\naccept multiculturalism at a young age, a process that should
\ninvolve families, schools and society at large.<\/p>\n
The family, as a child's first environment, plays a
\nsignificant role in developing multiculturalism. As Robert Munroe
\nof California Pitzer College proposes, children who grow up
\nvaluing diverse cultures can cooperate easily. Childhood is
\narguably the most important component of the human life cycle, as
\nthat is when most physical and psychological development occurs.
\nReducing bias and stereotypical thinking during childhood may
\ngreatly contribute to a young adult's understanding of diversity.<\/p>\n
At an early age, many children observe bias in their own
\nhomes. By the age of three, children are aware of racial
\ndifferences. Thus, parents should start broadening their
\nchildren's perspectives by creating opportunities for them to
\ninteract with different people. Children between the ages of
\nthree and four should be more frequently exposed to people of
\nnationalities other than their own. It would also be appropriate
\nfor the dolls and toys they are offered to be multicultural, i.e
\nnot all of one skin color.<\/p>\n
In Indonesia, a Javanese parent could buy their children the
\ntypical toys of Kalimantan or Papua and vice versa. Bataknese
\nparents might invite their five-year-old child to visit their
\nBalinese or Madurese neighbors. They could read their children
\nstories or legends from different parts of the country, or
\nobserve different worship places.<\/p>\n
In short, parents should be honest about differences. Never
\ntell children that we are all the same -- we are not. We
\nexperience the world in different ways, and these experiences
\nmatter. We should help our children understand the viewpoints of
\nothers.<\/p>\n
Besides family, pre-school curriculum should incorporate
\nmulticulturalism as a core subject. Kindergarten teachers should
\nprovide multicultural teaching materials. Like parents at home,
\nteachers can read aloud story books about children of different
\nethnic groups, or ask them to read these materials independently.
\nTeachers can also involve children of different ethnic groups in
\ngroup work.<\/p>\n
The Leadership Conference on Education says that by 12 or
\nyounger, children can hold stereotypes about people of particular
\nethnic groups or religions. These stereotypes often lead to
\nhatred. In the case of Indonesia, Sundanese children -- supported
\nby parents and the environment -- might, for instance, consider
\nchildren of other ethnicities as bad. They, therefore, do not
\nwant to interact with them. Children of Christian families --
\nbased on what they have seen and heard from their parents --
\nmight consider Muslim or Buddhist children as having gone astray
\nand, therefore, to be socially avoided.<\/p>\n
James Hoot of the State University of New York at Buffalo says
\nthat schools should prepare children with culturally responsive
\nprograms. Teachers should respond to all children's needs based
\non their cultural backgrounds and accommodate them in classroom
\ninteraction. Through reading multicultural books, teachers and
\nstudents can discuss and understand cross-cultural values.<\/p>\n
They can also do research on the importance of
\nmulticulturalism. Teachers can assure students that diversity is
\ninevitable in their lives. They can learn to respect and
\nunderstand, rather than hate and avoid, people of other ethnic
\ngroups. Therefore, school is an ideal environment in which to
\ncounter bias. It is a place that mixes youths of different
\nbackgrounds on equal footing and allows one-on-one interaction.<\/p>\n
To support multiculturalism, the Ministry of National
\nEducation should issue supporting policies. It should revise the
\npresent less culturally responsive curricula of schools and fund
\nthe publishing of multicultural books on different ethnic groups
\nand religions. These books should be made affordable to all pre-
\nschool to high school aged children.<\/p>\n
Sufficient funds from the national budget should also be
\nallocated for education. Moreover, it must be realized that
\nmulticultural education is a valuable future investment.<\/p>\n
Last but not least, societal values should support the notion
\nof pluralism. Children frequently find that the values they are
\ntaught in school are not those held by society at large.<\/p>\n
Public figures should also promote multiculturalism to
\nchildren, and religious leaders assure their followers that
\nplurality is inevitable. If God wished, He could make all human
\nbeings hold one belief. This would not be with the intention of
\ntelling children how to direct those with different beliefs to be
\nin their group, but how to accept difference and appreciate it.
\nReligious programs for children should support this goal.<\/p>\n
Children's programs run by mosques, churches, shrines, and
\nother worship houses should emphasize the importance of harmony
\nin diversity. This would not mean telling children that all
\nreligions are right, thus allowing them to change their beliefs
\nat anytime. Rather, it would assure them that all religions are
\nright for their own followers. And that our beliefs should not
\nprevent us from socially interacting with those of other beliefs.
\nThe social interaction of people of different religions could
\nalso serve to strengthen our children's national identity.<\/p>\n
In the future, it would be pleasing to see our young
\ngenerations appreciate diversity. This cannot be realized,
\nhowever, unless we -- parents and community leaders -- are
\nconsistent in our treatment of others. Like fighting a bad
\nwizard, developing multiculturalism requires our hearts, brains,
\nand courage. If we treat people according to their ethnicity,
\nrace, or religion, then our children will likely follow our bad
\nexample.<\/p>\n
The writer is a Fulbright student of the School of Education
\nat Boston University and a member of the teaching staff of
\nUniversitas Pendidikan Indonesia, Bandung. He can be reached at
\nbukhoribandung@yahoo.com<\/p>",
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