The term ‘multiculturalism’ can simply mean the coexistence of several different cultures in one place but it usually has a political connotation. It can be used to refer to a socio-political ideal which encourages the cultural freedom and the development of different cultures in a plural society.
The term ‘multicultural school’ usually means a school which recognises in its curriculum and social policy making the diversity of cultures represented in the intake. This implies more than a few token gestures towards festivals across the world (although this might be part of it) and has to do first of all with attitudes, priorities and a belief that all the children and staff will benefit from strong links and activities involving the different communities. Some of the work in the National Curriculum programmes has thematic potential – journeys, ourselves, traditional tales – and multicultural dimensions can helpfully be explored. Schools following a multicultural approach, in more than a superficial way, make parents and friends of the school welcome and value their contributions – perhaps in making dual-language versions of books and advising on customs like tea ceremonies. The Carnival entry shows the cultural sharing that is encouraged in this kind of initiative.
As well as these positive attitudes, a school wishing to reflect multicultural values will put much thought into the range of resources provided; the English/Literacy Co-ordinator nearly always has a key role to play. We want resources – both fiction and non-fiction – which reflect the different parts of the world where the children have their roots. But all the children in the school deserve the very best texts from across the world. One of the most helpful guides to multicultural books is A Multicultural Guide to Children’s Books 0–12 edited by Rosemary Stones. This work is helpfully annotated giving critical evaluations of the materials, including dual-language texts (which vary in quality of translation) and including interviews with the different authors. Listening to, reading and telling stories from across the world crosses cultural boundaries and reinforces the values of the multicultural approach (see for example Gregory, 1997 and MacLean, 1996). Shereen Pandit writes about initiatives to encourage the publishing of work by ethnic minority writers and illustrators in Books for Keeps (2006).
Societal attitudes are dynamic – always changing and reforming – and the whole notion of ‘multiculturalism’ was reconsidered in The Runnymede Trust’s Commission into ‘The Future of Multi-Ethnic Britain’; this was set up by Trevor Phillips the then Chairman of the Trust and now the Chairman of the Commission for Racial Equality (CRE). The report for the Trust reinforced the belief that Black and South Asian Britons should be treated no differently from their peers and have the same right to citizenship. However it put less emphasis on ‘difference’ and more on a search to establish a core of ‘shared values’ to unite Britons whatever their roots. But all of us have a number of identities that are important in how we see ourselves and we draw on all this in the best English work. The complexity of culture and identity is sensitively discussed in Chris Kearney’s book The Monkey’s Mask based on interviews with successful young Britons from countries and cultures other than the British mainstream. I believe a school can foster ‘shared values’ and, at the same time, take account of children’s origins and backgrounds, drawing on the culture and literature of all those nations which contribute positively to our communities.
Gregory, Eve (1997) Making Sense of a New World: Learning to Read in a Second Language London: Paul Chapman (see Chapter 5).
Kearney, Chris (2001) The Monkey’s Mask: Identity, Memory, Narrative and Voice London: Trentham Books.
MacLean, K. (1996) ‘Supporting the literacy of bilingual learners: storytelling and bookmaking’ Multicultural Teaching 2, 26–9.
Pandit, S. (2006) ‘Diversity Matters’, in Books for Keeps 160, September 2006.
Stones, Rosemary (ed.) (1999 edition) A Multicultural Guide to Children’s Books 0–11 London: Books for Keeps and The Reading Language Information Centre.
