Beyond surface diversity: Unmasking the flaws of Multicultural education in the Afro-Colombian curriculum

Abstract

In this study, I critically examine the Afro-Colombian ethno-educational curriculum, exploring its conception of multiculturality, pedagogical practice, and knowledge production. Utilizing Iterative Critical Discourse Analysis, the study investigates the 2006 “Curriculum Guidelines for Afro-Colombian Studies.” It reveals that despite its advances in addressing some of the issues of the multicultural question in Colombia, the curriculum is marred by essentialism, a celebratory approach, and Eurocentric biases that undermine the liberatory purpose of this multicultural approach to education in the country. These flaws reflect a superficial representation of Multicultural Education, perpetuating neoliberal mechanisms of domination and failing to challenge prevailing power structures adequately. This paper posits the necessity to re-envision ethno-education in light of these findings, recommending incorporating Culturally Responsive Teaching, promoting self-reflexivity in the classroom, and developing Third Spaces for a more robust and transformative approach to Multicultural Education in Colombia. The study is theoretically grounded on Critical Multicultural Education and postcolonial and governmentality studies.

Keywords:

• Multicultural education
• critical education
• postcolonial studies
• studies of governmentality
• Afro-Colombian education

Acknowledgment

The initial draft of this paper was submitted as a final assignment for the CI 8742 seminar on Research in Social Studies Education in the Department of Curriculum and Instruction at the University of Minnesota, taught by Dr. J.B. Mayo. I am incredibly grateful to him for this enriching seminar, guidance, and feedback on this paper. I am also eternally thankful to my advisor and mentor, Dr. Nina Asher, who has been instrumental throughout my doctoral process, for her insights, support, and companionship. To Dr. Patricia Cerón, my mentor in Colombia, thank you for always being willing to support me in everything; saying thanks would not be enough—finally, my gratitude to Fulbright Colombia and ISSS at UMN for their support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 According to the 2018 National Census, 4,671,160, this is, 9.34% of the Colombian population self-identifies as black or Afro-descendant. The Afro-Colombian population resides mainly on the Pacific and Caribbean coasts of the country. There is also a significant presence in the country’s three main cities, namely Bogotá, Medellín and Cali.

2 Originally in Spanish. My own translation.

3 You may find the original document, in Spanish, in this link: https://www.mineducacion.gov.co/1759/articles-339975_recurso_2.pdf

4 The terms were selected based on their relevance to the epistemological, curricular, and teleological conception of Afro-Colombian ethno-education. Their historical significance, the frequency with which they appear in the document, and their interconnection with other key concepts were also considered.

Additional information

Funding

Fulbright Colombian supported this work under grant GNT- 20212058 administered by Laspau Organization.

Notes on contributors

Yulian Segura Castillo

Yulian Segura Castillo is a Colombian Fulbright Fellow and Ph.D. student at the Department of Curriculum and Instruction at the University of Minnesota. He has dedicated the last five years to understanding the construction of blackness as a phenomenon in the Colombian Educational System from theoretical frameworks such as studies of governmentality and postcolonial studies.