to teach and interact with different types of students. To some extent, environment will also affect teaching methods, but, as Lisa Delpit points out, some teaching ideas can be universal. "I learned that children should be in control of their own learning, and that all children would read when they were ready" (Delpit, 12). The universal themes that Delpit discusses bring up another debate within the realm of a multicultural education. The curriculum issue deals with how much the location of a school should determine what is taught within that school. Stan Karp has dissected the recent troubles within New York public schools, and thinks that local education must be determined within a local forum. As he states, "The added rounds of education, organizing, and political struggle it takes to turn progressive policy into actual practice must occur at the school and community level " (Levine, 27). While this statement has some merit in that the details of all educational goals must be decided in the community it affects, a national education must be implemented as well. A base curriculum that covered basic goals for education at different levels of schooling would eliminate further polarization of different ethnicities. While local "touch" would definitely improve the quality of any education, a strong national education which requires certain aspects of learning would make sure that education reform is performed in the manner in which it should. Another topic that seems to be included in most multicultural education debates deals with kind of material that is included in the curriculum. Thomas J. Famularo, an opponent of multicultural education, argues "A curriculum can contain just so much, and because education succeeds only when it includes prolong and in-depth consideration, ?more in education is often less" (Noll, 123). Perhaps Famularo is correct when speaking about older children like high school or even college students, it would s...
