Educating Professionals for Practice in a Multicultural Society: Understanding Oppression and Valuing Diversity

Abstract

THE UNITED STATES IS A MULTICULTURAL, pluralistic society, challenged from its inception to educate for and about diversity. The immigration of Western Europeans from many cultures to a land already occupied by multiple Native American cultures required accommodation and assimilation in norms, language, and values (Takaki, 1993;Zinn, 1980). English was chosen as the national language by the colonial leadership and immigrants learned it at the expense of their own language and culture. Traditionally, the history ("his story") of the United States has been written from the European (male) perspective (Beard, 1995;Chomsky, 1993;Takaki, 1993). Facts have been omitted or distorted about the displacement of Native Americans, the alternating immigration and enslavement of Africans, the relationship with Latinos including the migration and displacement of Mexicans, and the bringing in of a labor force from China and Japan followed by the immigration of other Asians, Southeast Asians, and Pacific Islanders (Takaki, 1933;Zinn, 1980).The major institutions (government, schools, social welfare, banking, business) have been heavily influenced by western European, White Anglo-Saxon traditions and mores (Gollnick & Chinn, 1990). The increase in non-European populations and the dissatisfaction of people of color, women, gays and lesbians, the elderly, and people with disabilities, are bringing new demands for equity in education and employment, and an overall voice for change in institutional values (Beard, 1995). The various social movements espousing equity and equality intersect and must coalesce for true equity and lasting change.Currently, there is much discussion about multicultural education, particularly in fields such as social work and education. Many books exist on cross-cultural practice in the

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