In conferences locally and abroad as well as in the current debate over the possible introduction of a multicultural curriculum in the Maltese educational system, I come across widespread myths, misinformation and misconceptions which I would like to share for the benefit of readers and as an eye-opener for policy makers and educational authorities.
An all too common misconception is that multicultural education deals with illegal immigrants, the black, the poor or the socially marginalised.
Multicultural education is not a social or ethnic specific movement. It is not a 'kind of education' designed for 'others'. When educators hold this view they are only marginalising the entire concept of a much-needed education for all.
Another misconception is that multicultural education would somewhat juxtapose current educational models.
Most writers on multicultural education, such as Toni Morrison, Paula Gunn Allen and Maxine Hong, are western writers in no way opposed to western traditions. Multicultural theorists insist that knowledge is perceptual and underpinned by the person's values and experiences, and that knowledge implies action. Consequently, different concepts, theories and paradigms imply different actions.
While Malta is polarised in terms of political affiliations, there are many factors that unite the country, including the traditional helping hand for which we are famous all around the world.
Multicultural education should not divide our nation but help reformulate what it means to be united. In order to establish a common civic culture that reflects and contributes to the well-being of the entire society we need to participate in the process whereby diverse groups and cultures are reaching beyond their cultural and ethnic borders.
Another common misconception is that "it's only about different feasts and holidays". Indeed, many teachers and educational institutions wrongly interpret multiculturalism as a diplomatically correct way not to offend anybody. They therefore miss the essence of what multicultural education really is, that is, raising educators' and students' awareness to various forms of discrimination and injustice which might permeate our educational system.
Multicultural education should not be an 'add on' to an already overburdened curriculum but must be viewed as a comprehensive approach that is integrated throughout the whole school culture. It will only receive a fair consideration through properly trained teachers who dedicate themselves towards the well-being of each and every student in their classroom.
The real challenge facing education today is the inclusion of multiple perspectives to empower individuals to become more knowledgeable, caring and respectful of multicultural differences.
Mr Vassallo is a Masters graduate in educational leadership and management from the University of Leicester, UK.