Late-twentieth-century literary, pedagogic, and social movement.
A literary and social ideology that presupposes that all cultural value systems are equally worthy of study, multiculturalism has permeated numerous aspects of American life since the 1960s. Growing out of the civil rights and feminist movements and reflecting America's increasingly pluralistic, multiethnic society, multiculturalist ideals have influenced literature, art, popular culture, media, education, and legal and social policy. In response to greater globalization, and due to the questioning of the entire concept of assimilation, the social model for American society has shifted away from the image of the “melting pot”—according to which minorities gave up their individual identity to integrate fully with general society—and moved towards a model where unique ethnic identities remain intact and contribute to the greater good.
While educational curricula have adjusted to mirror a less Eurocentric worldview and to compensate for the lack of attention paid to non-Western cultures over the past century, critics have begun debating the problems inherent with institutionalizing multiculturalism. For example, some have argued that the pendulum has swung too far, resulting in the unwarranted dismissal or ignoring of scholarship from Caucasian academics as well as multiculturalist-driven syllabi that routinely attack aspects of Western civilization. Other commentators have suggested that the categories of multicultural study have become too rigid and deterministic, defining groups of writers too narrowly and without taking into account individual talent and independence of mind. The very notion of defining population groups primarily by ethnicity continues to be argued, with pundits noting the wealth of inconsistencies and discrepancies inherent in such forms of classification. Certain scholars have additionally observed the repression, or even suppression, of academic dialogue on certain topics—for example, racism and the cultural role of Jews—that have been deemed too inflammatory or problematic within a multicultural context.
Critical discussion of multiculturalism has been augmented by the increased need for international communication and mutual understanding in the modern world. Several of the more extreme varieties of multiculturalism have been softened through academic practice and experience—many literary critics have called for a return to the evaluation of works of literature solely as works of art, rather than as reflections of a particular culture. Others have continued to voice their dissatisfaction with the slow progress of multiculturalism, emphasizing that the changes instituted in education, art, and society remain superficial at best.
John Alberti, editor
Canon in the Classroom: The Pedagogical Implications of Canon Revision in American Literature (criticism) 1995
Rudolfo A. Anaya
Bless Me, Ultima (novel) 1972
Comparative Literature in the Age of Multiculturalism (criticism) 1995
Hami K. Bhabha
The Location of Culture (criticism) 1994
Selling Illusions (criticism) 1994
Lil Brannon and Brenda M. Greene
Rethinking American Literature (criticism) 1997
Coming to America (criticism) 1990
Literature Lost: Social Agendas and the Corruption of the Humanities (criticism) 1997
The Antelope Wife (novel) 1998
Bruce A. Goebel and James C. Hall, editors
Teaching a “New Canon”?: Students, Teachers, and Texts in the College Literature Classroom (criticism) 1995
Avery F. Gordon
Mapping Multiculturalism (criticism) 1996
Rethinking the Borderlands: Between Chicano and Legal Discourse (criticism) 1995
Hena Maes-Jelinek, Kirsten Holst Petersen, and Anna Rutherford, editors
A Shaping of Connections: Commonwealth Literature Studies—Then and Now (essays and criticism) 1989
Günther Lenz and Peter J. Ling, editors
TransAtlantic Encounters: Multiculturalism, National Identity, and the Use of the Past (criticism) 2000
Lucy R. Lippard
Mixed Blessings: New Art in a Multicultural America (criticism) 1996
John R. Maitino and David R. Peck, editors
Teaching American Ethnic Literatures: Nineteen Essays (essays and criticism) 1996
Trinh T. Minh-ha
When the Moon Waxes Red: Representation, Gender, and Cultural Politics (criticism) 1991
Satya P. Mophanty
Literary Theory and the Claims of History: Postmodernism, Objectivity, Multicultural Politics (criticism) 1997
David Morley and Kuan-Hsing Chen, editors
Critical Dialogues in Cultural Studies (criticism) 1996
The Ethnic Canon: Histories, Institutions, and Interventions (criticism) 1995
William S. Penn, editor
As We Are Now: Race and Identity (criticism) 1997
Haroun and the Sea of Stories (juvenilia) 1990
Imaginary Homelands: Essays and Criticism, 1981-1991 (essays and criticism) 1991
Arthur M. Schlesinger, Jr.
The Disuniting of America (criticism) 1992
Le Chinois vert d'Afrique (novel) 1984
A Different Mirror (criticism) 1993
R. V. Young
At War with the Word: Literary Theory and Liberal Education (criticism) 1999
SOURCE: Whitfield, Stephen J. “The Mystique of Multiculturalism.” Virginia Quarterly Review 72, no. 3 (summer 1996): 429-45.
[In the following essay, Whitfield traces the evolution of multiculturalism as a field of academic study within the disciplines of history and literature since the 1950s, identifying several theoretical discrepancies and inconsistencies in multicultural scholarship.]
Little more than a century ago, the Atlantic Monthly published a poem entitled “The Unguarded Gates” by Thomas Bailey Aldrich, one of those authors whom a Tammany Hall wit was fond of dismissing as “name-parted-in-the-middle aristocrats”:
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SOURCE: Smoot, Jeanne J. “Multiculturalism, Censorship, and the Postmodern Assault on the Canon: Classical Answers to Contemporary Dilemmas.” Comparatist 24 (May 2000): 30-8.
[In the following essay, Smoot examines several of the dominant theories which helped multiculturalism reshape the literary canon in higher education in the United States.]
If we accept the simple premise that what we read influences who we are, then curricular matters in general and the concept of a canon in particular have profound political implications. Almost any dictator seeks to restrict what his subjects read, to control the flow of information, ideas, and philosophies. A free society,...
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SOURCE: Grobman, Laurie. “Toward a Multicultural Pedagogy: Literary and Nonliterary Traditions.” MELUS 26, no. 1 (spring 2001): 221-40.
[In the following essay, Grobman explores how multicultural literature has—or has not—been integrated into the teaching of modern literary theory, commenting that, “[w]hen we allow and encourage our students to consider a text in its many literary and nonliterary traditions, we bring students into the debates of multiculturalism.”]
INTRODUCTION: MULTICULTURAL CRITICAL BACKGROUNDS
Over the last two decades, coincident with the broadening of the literary canon, multicultural scholars...
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SOURCE: TuSmith, Bonnie. “The Significance of the ‘Multi’ in ‘Multiethnic Literatures of the U.S.’” MELUS 26, no. 2 (summer 2002): 5-14.
[In the following essay, derived from a lecture delivered at the 2001 MELUS Conference, TuSmith challenges teachers to deal directly and frankly with the issue of race and racial identity in teaching multicultural texts.]
“She starts up the stairs to bed. ‘Don't get me up with the rest in the morning.’ ‘But I thought you were having midterms.’ ‘Oh, those,’ she comes back in, kisses me, and says quite lightly, ‘in a couple of years when we'll all be atom-dead they won't matter a bit.’” Some of you...
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