Teaching children to embrace multiculturalism Ahmad Bukhori Boston

To reduce prejudiced behavior in society, children must be taught to embrace multiculturalism. Studies in multicultural development claim that bias is learned in childhood. An emerging democratic country, Indonesia has often experienced conflicts between ethnic and religious groups, such as in Aceh, Ambon, and Papua. This is inconsistent with Unity in Diversity (Bhineka Tunggal Ika) as cited in the Pancasila.

With education a means to a harmonious intercultural society, as Paul Gorski of Hamline University claims, multicultural education can shield people from the negative effects of globalization. The implementation of multicultural education in the U.S. could be a good reference point for a diverse country like Indonesia as, population-wise, the two countries are similar.

Promoting multiculturalism is one of many ways to unite our diverse nation. However, it may take a while for society to learn to appreciate its diversity. The ideal of unity may be defended, for instance, but diversity ignored. This practice is deeply rooted in some groups. To change this, our children must learn to accept multiculturalism at a young age, a process that should involve families, schools and society at large.

The family, as a child's first environment, plays a significant role in developing multiculturalism. As Robert Munroe of California Pitzer College proposes, children who grow up valuing diverse cultures can cooperate easily. Childhood is arguably the most important component of the human life cycle, as that is when most physical and psychological development occurs. Reducing bias and stereotypical thinking during childhood may greatly contribute to a young adult's understanding of diversity.

At an early age, many children observe bias in their own homes. By the age of three, children are aware of racial differences. Thus, parents should start broadening their children's perspectives by creating opportunities for them to interact with different people. Children between the ages of three and four should be more frequently exposed to people of nationalities other than their own. It would also be appropriate for the dolls and toys they are offered to be multicultural, i.e not all of one skin color.

In Indonesia, a Javanese parent could buy their children the typical toys of Kalimantan or Papua and vice versa. Bataknese parents might invite their five-year-old child to visit their Balinese or Madurese neighbors. They could read their children stories or legends from different parts of the country, or observe different worship places.

In short, parents should be honest about differences. Never tell children that we are all the same -- we are not. We experience the world in different ways, and these experiences matter. We should help our children understand the viewpoints of others.

Besides family, pre-school curriculum should incorporate multiculturalism as a core subject. Kindergarten teachers should provide multicultural teaching materials. Like parents at home, teachers can read aloud story books about children of different ethnic groups, or ask them to read these materials independently. Teachers can also involve children of different ethnic groups in group work.

The Leadership Conference on Education says that by 12 or younger, children can hold stereotypes about people of particular ethnic groups or religions. These stereotypes often lead to hatred. In the case of Indonesia, Sundanese children -- supported by parents and the environment -- might, for instance, consider children of other ethnicities as bad. They, therefore, do not want to interact with them. Children of Christian families -- based on what they have seen and heard from their parents -- might consider Muslim or Buddhist children as having gone astray and, therefore, to be socially avoided.

James Hoot of the State University of New York at Buffalo says that schools should prepare children with culturally responsive programs. Teachers should respond to all children's needs based on their cultural backgrounds and accommodate them in classroom interaction. Through reading multicultural books, teachers and students can discuss and understand cross-cultural values.

They can also do research on the importance of multiculturalism. Teachers can assure students that diversity is inevitable in their lives. They can learn to respect and understand, rather than hate and avoid, people of other ethnic groups. Therefore, school is an ideal environment in which to counter bias. It is a place that mixes youths of different backgrounds on equal footing and allows one-on-one interaction.

To support multiculturalism, the Ministry of National Education should issue supporting policies. It should revise the present less culturally responsive curricula of schools and fund the publishing of multicultural books on different ethnic groups and religions. These books should be made affordable to all pre- school to high school aged children.

Sufficient funds from the national budget should also be allocated for education. Moreover, it must be realized that multicultural education is a valuable future investment.

Last but not least, societal values should support the notion of pluralism. Children frequently find that the values they are taught in school are not those held by society at large.

Public figures should also promote multiculturalism to children, and religious leaders assure their followers that plurality is inevitable. If God wished, He could make all human beings hold one belief. This would not be with the intention of telling children how to direct those with different beliefs to be in their group, but how to accept difference and appreciate it. Religious programs for children should support this goal.

Children's programs run by mosques, churches, shrines, and other worship houses should emphasize the importance of harmony in diversity. This would not mean telling children that all religions are right, thus allowing them to change their beliefs at anytime. Rather, it would assure them that all religions are right for their own followers. And that our beliefs should not prevent us from socially interacting with those of other beliefs. The social interaction of people of different religions could also serve to strengthen our children's national identity.

In the future, it would be pleasing to see our young generations appreciate diversity. This cannot be realized, however, unless we -- parents and community leaders -- are consistent in our treatment of others. Like fighting a bad wizard, developing multiculturalism requires our hearts, brains, and courage. If we treat people according to their ethnicity, race, or religion, then our children will likely follow our bad example.

The writer is a Fulbright student of the School of Education at Boston University and a member of the teaching staff of Universitas Pendidikan Indonesia, Bandung. He can be reached at bukhoribandung@yahoo.com