Abstract: Under pressure to respond to the demands and prospects of globalization and an increasingly diverse population (Wallis, 2006), U.S. educators and policy makers are faced with decisions about how to proceed. This comparative research paper explores the catalysts, goals, and varied approaches of multiculturalism and the internationalization of elementary and secondary education. While extensive literature is available on each perspective, there is little reflection on the divergent nature of these seemingly similar perspectives, the contextual merit of adopting one approach over the other, or the potential to create a richer model by integrating the strengths of international and multicultural education.
Research purpose and main questions: The purpose of this comparative research paper is to discern the differences and similarities between multiculturalism and internationalization in elementary and secondary education, both in theory and in practice. The following research questions will be explored: (1) What is the rationale of each approach, and what are the key debates within each camp? (2) What catalysts lead schools, districts, and states to incorporate either multiculturalism or internationalization into their policies and design? (3) How different are the desired outcomes and strategies used by each approach?
Brief introduction to theoretical & research foundations of the study: Multicultural education and the internationalization of education are two important endeavors in the United States in the 21st century, but for different reasons. Multicultural education "recognizes the importance of cultural diversity, alternative lifestyles, maintaining native cultures, universal human rights, social justice... and equal distribution of power among groups" (Leistyna, 2002, p. 24). On one hand, this approach is democracy in action. On the other hand, in a nation as culturally diverse as the U.S. it is simply pragmatic for educators to adapt Euro-centric curriculum and pedagogy to accommodate the populations being served. Progressive educators moving in this direction received much attention in the decades following the civil rights era. However, the work has not been finished, and the impact not nearly systemic enough to be considered a success. Yet the bright new star on the educational scene is internationalization.
Unlike multicultural education, international education in the U.S. (Frey, 2009) is motivated primarily by economic goals and national security. Today’s students need preparation to become global citizens (Mansilla & Gardener, 2007). U.S. institutes of higher education have been facing this challenge for over twenty years, but K-12 policies and practices show little progress (Kagan & Stewart, 2004, p. 230). If students are to become competitive in the areas outlined by the Partnership for 21st Century Skills (2004), such as cross-cultural communication and collaboration, critical media literacy, global awareness, and foreign language fluency, educators must begin to scaffold those skills throughout the entire education process, starting at day one.
Synthesis and integration of literature to research purpose/question: More research needs to be conducted to discern best practices in preparing students for the cultural diversity, global marketplace, and transnational issues that will define their lives. This research paper aims to contribute to this conversation by comparing multiculturalism and the internationalization of elementary and secondary education, and highlighting how moving toward a hybrid model could mitigate the shortcomings of each approach.
