Case Study 4 – Multicultural Parade, What images come to mind

Case Study – Multicultural Parade

Read the Case below, and answer the following questions:

(No references needed, 2 pages double space, label the answer without copying the question in the paper)

1. What images come to mind when you hear the term “costume”? In what ways might it be considered demeaning?

2. Often people conflate “culture,” “ethnicity,” “heritage,” “race,” and “nationality,” or use them interchangeably. How are these concepts different from one another? Is a “Multicultural Day” different than an “International Day”?

3. How is Ms. Morrison’s definition of “cultural clothing” different from her definition of “ethnic heritage”? Did her explanation clarify things for Keisha and Emily?

4. How might activities that require students to share part of their ethnic heritage alienate students or contribute to students’ and teachers’ existing stereotypes and biases?

5. Connect to 3 of the core themes:

(Equity in Education/ Theories of Learning, Culture, and Identity/ Teaching and Learning in a Multicultural Society/ Research and Educational Knowledge )

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Case Study:

In an effort to celebrate the growing racial and ethnic diversity at Eastern School, the school’s Diversity Committee decided to sponsor Multicultural Day. Numerous performers were hired for assemblies and presentations. During the day’s feature event, the “Culture Parade,” students were asked to showcase cultural clothing as they walked through the hallways. Teachers were encouraged by the committee to discuss clothing from countries outside the United States and to invite students who had such clothing to bring it to school for the parade.

Ms. Morrison was excited about Multicultural Day because many of her students had parents who were immigrants. She imagined the day as an opportunity for those students to teach others about their cultures.

A week before the event, Ms. Morrison brought a kilt to class and explained its significance to the students. “This represents my Scottish heritage,” she said, “and I am proud to show it to you today.” She then asked whether students had “special costumes” at home that represented their cultures. Several students raised their hands, which prompted Ms. Morrison to discuss the events planned for Multicultural Day, including the parade.

During dismissal the day before the parade Ms. Morrison announced, “Don’t forget to bring your costumes to class tomorrow!”

The next day, Ms. Morrison was pleased to see several Hmong and Liberian students came with bags of clothing. She saw that two other students, Emily and Keisha, brought clothing, so she inquired about what was in their bags. Emily, a white student excitedly pulled out her soccer uniform, and Keisha, an African American student, pulled jeans and her favorite sweatshirt out of her bag. Ms. Morrison told the two girls she appreciated their enthusiasm for Multicultural Day but that they would not be able to walk in the parade. She explained that what Keisha and Emily brought was everyday clothing rather than clothes that represented their ethnic heritages.

Both girls protested. “This outfit represents my culture,” Keisha argued.

Ms. Morrison shared with the girls that she felt terrible about the confusion, but could not allow them to participate. “Maybe next year they’ll expand the parade,” she said.

After the girls walked away, Ms. Morrison considered changing her mind. She worried, though, that other students or staff would be puzzled by their participation and that Keisha and Emily would be ridiculed for not following directions.

Case from: Gorski, P. & Pothini, S. (2018). Case Studies on Diversity and Social Justice Education

Explanation & Answer

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