e will not feel equally treated or evendisrespected (Hassinger 11). There certainly must be reasons why manyinfluential people in our history have been DWEM's, and we should explorethese reasons without using race and sex alone as reasons for excluding themfrom our curriculum. When conflicts arise with the way we do things, weshould explore why rather than compromise in order to protect a certaingroups feelings. Francis Ryan warns that trying to push the subject of multiculturalismtoo far would actually be a hindrance if it interferes with a studentsparticipation in other groups, or worse yet, holds the child back fromexpressing his or her own individuality. He gives a first-hand example of oneof his African-American students who was afraid to publicly admit his dislikefor rap music because he felt ethnically obligated as part of his black heritage(Ryan 137). While a teacher can be a great help in providing informationabout other cultures, by the same note, that information can be just as harmfulif it is incomplete. In order for students to be in control of their own identity,they must have some idea of how others look at these same qualities. Children must be taught to resolve inner-conflicts about their identity, so thatthese features that make us unique will be brought out in the open where theycan be enjoyed by all instead of being hidden in fear of facing rejection fromtheir peers. Teachers need to spend an equal amount of time developing eachstudents individuality so they don't end up feeling obligated to their racialgroup more than they feel necessary to express the diversity that makesAmerica unique. As Harlan Cleveland points out, many countries still feel that thepredominant race must be the one in power. For instance, try to imagine aTurkish leader in Germany, or anyone but a Japanese in control of Japan(Cleveland 26). Only in America is there such a diverse array of people inpower from county officials all the way u...
