Exploring Ethnic Studies as a Model in Advancing a Multi¬Faceted, Multi-Cultural Academic Curriculum, Without Losing Specific Ethnic Identity Significance

Authors

Ravi Kumar Perry, Undergraduate and Chair, Ethnic Studies Taskforce, College of Literature, Science and the Arts Student Government, University of Michigan, Ann Arbor, MI

Date of this Version

November 2003

Abstract

Using the University of Michigan-Ann Arbor as a case study this project highlights the 'usefulness' of race and ethnic courses in terms of factual evidence presentation from faculty-student relationships in the classroom and the broader influence in the corresponding ethnic communities. Therefore, while many predominantly white institutions of higher learning may offer a variety of courses that pertain to race and ethnic issues, like the University of Michigan's College of Literature, Science and the Arts (LSA) Race and Ethnicity requirement, many institutions do not necessarily require a discussion concerning the relations among such ethnic groups in a historical, political, current, social or academic environment. The field of Ethnic Studies requires that the concepts of ethnicity, race, and culture include this global multi-faceted perspective. It is this type of perspective from which students may connect a diverse setting, with both historical and present realities concerning the dynamics of that interaction.