a] The thesis of this chapter is that the "two broad categories of
multicultural education" represented in society are "deficient", and that
Christians are able, but have failed, to make "substantive contributions" to the
debate. This is quite different to the views contained in previous chapters in this
section, in that a number of their arguments for a Christian voice in multicultural issues
have been located in those approaches which Haddad describes as inadequate. This is
particularly true of the ‘consensus multicultural education’ approach, which
includes references to Banks (1996), Nieto (1996) and Gollnick (1986). Upon what grounds
does Haddad criticize the two models discussed in this chapter? In what ways do you think
she would respond to the discussion presented by Parker (Chapter 11), which argues
essentially for a ‘consensus’ approach to multicultural education? What points
of convergence and/or divergence can you identify?
b] Haddad argues that "secular versions of multicultural education
are all inadequate….[and that] Christian educators should demonstrate that these
inadequacies are only satisfactorily addressed from within a biblical view of human
beings." Evaluate the three aspects that constitute this view. To what extent are
their arguments defensible? What evidence for their claims can be offered from scripture?
For each aspect, devise a series of questions that you would submit to the author in order
to substantiate or clarify her claims.