Some Problems with "Multiculturalism"; or, "The Best Laid Plans..."

Abstract

IT IS A RARE ISSUE OF THE CHRONICLE OF HIGHER EDUCATION OR OF THE newsletters of the American Studies Association, the Organization of American Historians, and the American Historical Association that does not contain some reference to multiculturalism. Within academia it has been hailed as an exciting breakthrough in contemporary pedagogy, a powerful antidote to abuses of the past, and a potent weapon in the assault on the narrowness of tradition. Yet, I admit that I am greatly disturbed by much of what I hear and read about multiculturalism, and I find myself frequently at odds with those around me who are so excited by its prospects. It is ironic for me to be cast in the position of critic here. My entire scholarly career has been oriented toward the study of race, ethnicity, and gender. From my first days in graduate school, I knew that I wanted to concentrate on immigration and ethnic history because I found this the most exciting and vital area for inquiry. I have published in the fields of Jewish, Irish, and black history in America as well as women's history, and I also teach these topics. So, my problems with multiculturalism may seem perplexing. This actually leads me to my first point. I am not sure exactly what multiculturalism is. Is it, as a pedagogic mandate, a statement that all courses, regardless of content, include material on a variety -a multitude