Ladson-Billings, Gloria. "Beyond Multicultural Illiteracy." Journal of Negro Education
2nd ser. 60 (1991):147-57. Print.
In this study, Ladson-Billings sought to determine if the validity of the conservative contention that the curriculum has suffered from the inordinate influence of special interest groups. Ladson- Billings claims that if the conservative’s assertion is true. America’s students lacking sufficient knowledge of Western civilization should at least have an alternative knowledge base of non-Western civilization. Practically speaking, if the curriculum today’s college students experienced in high school was “victimized” by the special interests of ethnic and women’s studies, then these students should be able to recognize some names and dates related to the contributions of non-Europeans to American history and world civilization. Ladson-Billings experience teaching pre-teaching majors over the years has shown her the opposite of such teachings.
According to Educational Research Quantitative, Qualitative,, and Mixed Approaches (Johnson and Christensen), “Qualitative research uses a wide-and deep angle lens, examining human choice and behavior as it occurs naturally in all of its detail (35).”
The study of “Beyond Multicultural Illiteracy” is qualitative and the purpose of the study conducted is to see if students who are to be teaching to students with cultural differences are equipped with the knowledge of another culture. It is also very important to take into consideration that the students in this study were pre-teaching majors that had not decided to be teachers. However, the basis of the study will be of great contribution to curriculum writers and to State Boards of Education. Students’ exposure to non- Western authors and writers, as well as events should be seen in curriculums for students, k thru 12.
The study does a good job of using literature reviews to help it take a stance on the importance of why the issue should be looked into and researched more. The issue is stated at the very beginning of the article and elaborated on. Her course purports to translate that knowledge into useful strategies and methodologies that prepare students to teach in both mono cultural and culturally and/or linguistically diverse school settings (151).” Ladson-Billings is using a linguistic-relativity hypothesis. She also uses the concept of “canon wars” to guide the context of the course of study. It guides the researcher’s argument between two sides of the theoretical framework of the study. On one side of the ring, Ladson- Billings brings attention to an education group that does not want the current curriculum changed, and wants students to continue learning material in the same manner. On the other end, an education test is shown to show that the current way students are learning is showing that students do not have the cultural knowledge needed to be truly understanding of other events not a part of the curriculum. Ladson-Billings uses tests, observation, and secondary research as part of data collection throughout the study. Ladson-Billings uses observations through class discussions, and requiring students to keep a reflective journal in the beginning stages of her course of study. She uses a lot of observation methods in the beginning of the course. The method of observation is an important one because it shows the involvement of Ladson-Billings at the beginning of the research. She seems to want to take an approach of noninvolvement because she wants to honor the perspectives of the students in her class even if she does not necessarily agree with them. All of the methods used in the course of study are important as well as how involved Ladson-Billings is to the setting being observed.
Ladson- Billing’s views from the very beginning of the study are they are not and this study