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Advancing Multicultural Education: New Historicism in the High School English Classroom

Advancing Multicultural Education: New Historicism in the High School English Classroom Abstract: High schools across the country are restructuring their curricular frameworks to meet the new Common Core State Standards (CCSS), which emphasize an understanding of cultural diversity in addition to critical thinking and literacy. Despite curricular variance among high schools, the significant roles non-white races have played in constructing a pluralistic America, and the increasing importance of U.S. minorities in global economic sectors, many history/social studies courses fall short of presenting culturally diverse material to students. This paper presents a theoretical argument for using New Historicism, a method of literary criticism, in high school literature/English education courses to meet the goals of the CCSS while generating greater discussion about and appreciation for the contributions of diverse cultural narratives. Using three case studies, one on a U.S. history textbook analysis, another in an English classroom, and a third on a letter written in 1852 by two Asians to the then Governor of California, this paper reveals a striking lack of discussion about cultural diversity in the secondary curricula and demonstrates the historical and cultural richness that can be illuminated in the classroom via New Historicism. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Advancing Multicultural Education: New Historicism in the High School English Classroom

Li, Sidney C.
The High School Journal , Volume 99 (1) – Nov 12, 2015
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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: High schools across the country are restructuring their curricular frameworks to meet the new Common Core State Standards (CCSS), which emphasize an understanding of cultural diversity in addition to critical thinking and literacy. Despite curricular variance among high schools, the significant roles non-white races have played in constructing a pluralistic America, and the increasing importance of U.S. minorities in global economic sectors, many history/social studies courses fall short of presenting culturally diverse material to students. This paper presents a theoretical argument for using New Historicism, a method of literary criticism, in high school literature/English education courses to meet the goals of the CCSS while generating greater discussion about and appreciation for the contributions of diverse cultural narratives. Using three case studies, one on a U.S. history textbook analysis, another in an English classroom, and a third on a letter written in 1852 by two Asians to the then Governor of California, this paper reveals a striking lack of discussion about cultural diversity in the secondary curricula and demonstrates the historical and cultural richness that can be illuminated in the classroom via New Historicism.

Journal

The High School Journal – University of North Carolina Press

Published: Nov 12, 2015

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