multicultural education application in the modern day
TRANSCRIPT
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MULTICULTURAL EDUCATION APPLICATION
Multicultural Education Application in the Modern Day Classroom
Caitlin Mabry
Liberal Studies Program, California State University, Chico
EDTE 490 W: Liberal Studies Capstone
Dr. Claudia Bertolone-Smith
May 18, 2021
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Abstract
Classrooms in the United States are becoming increasingly more diverse, and the
curriculum and school climate should reflect this diversity. This prompts one to ask the question,
what is being done to ensure all students are being adequately represented in what they are
learning? Through an extensive review of the available literature and firsthand accounts from an
elementary school teacher, I am able to narrow down the issues currently being addressed in the
field of education. Firstly, teachers are not being adequately prepared to teach in diverse
classrooms. For this reason, effective professional development in multicultural education is
urgent now more than ever. Lastly, the type of multicultural education content that is being taught
does not always adequately represent the fluid nature of culture. Due to this, students should be
able to have some input on what information about their culture they believe is important for
their classmates to know. Teachers, faculty, parents, and students should engage in open dialogue
on the issue. The inequalities in the American education system stem from a deeply rooted racist
society, and by acknowledging this we move closer toward a system that serves all.
Keywords: culture, multicultural education, culturally sustaining pedagogy
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Introduction
It comes to no surprise that the implementation of multicultural education has become a
topic of great importance in recent years. The United States, which is often referred to as a
‘melting pot,’ is composed of a myriad of different cultures, ethnicities, religions, etc. With that
being said, there is a general consensus that the education system should reflect this diversity.
The Universal Design for Learning (UDL) guidelines explicitly state that information in the
classroom should be presented in a “culturally relevant and responsive” fashion. (UDL
Guidelines, 2018). The history of multicultural education integration can be traced back to the
Civil Rights Movement of the 1960’s. “An important outcome of the Civil Rights Movement was
that African Americans demanded that their histories, struggles, contributions, and possibilities
be reflected in textbooks and the school curriculum” (Banks, 2013). The reforms brought about
by African American citizens eventually expanded to include other marginalized groups. These
strides made by under-represented communities formed into the teaching practice that is
well-known today. While there have been strides made in the area of multicultural education,
there are issues of realistic implementation in order to represent all students equally.
Statement of Problem
Multicultural education implementation and professional development within this topic
has made great strides in recent decades. With that being said, the problem lies within equal
representation for students of all different backgrounds with limited time and resources.
According to the California Teachers Association, California ranks ‘well below’ the national
average in per-student funding (School Funding). This begs the question, ‘How are educators
expected to meet the needs of a diverse population of students when they aren’t supplied with
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adequate resources?’ Through my research I aim to better understand the realistic ways in which
teachers can effectively incorporate multicultural perspectives and how implementing these
perspectives change the school environment.
Justification of the Study
Similar to any teaching practice or philosophy, there will always be work that needs to be
done within the realm of multicultural education to reflect an ever-changing and evolving world.
This is why in my study I aim to better understand the obstacles that teachers face when it comes
to practical applications of multicultural education, along with how multicultural education
implementation has changed the overall climate of classroom and school environments. In this
day and age it is not enough for educators to implement change in their classrooms. There needs
to be school-wide training and conscious efforts made to reflect the diversity that is apparent in
our schools. According to the United States Census Bureau (2020), 39.4% of California’s
population identifies as Hispanic or Latino, 15.5% identify as Asian, and 6.5% identify as Black
or African American. California classrooms and schools as a whole will reflect these statistics,
and it is important to dive into how to meet the needs of diverse students. Through analyzing the
literature and doing research of my own, I hope to find out how to do just that.
Positionality
As a future educator and a resident of California, I’ve recognized the topic of diversity
and inclusion in education brought up often in multiple different settings. Throughout my time as
a student at CSU, Chico, I have been able to think critically about this issue and the many
implications that come from not recognizing and celebrating diversity. It would be irresponsible
to separate myself from the issue just because I am a white, middle-class woman. I, along with
every other future educator, have a duty to create and foster inclusive classrooms, schools, and
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communities. I have witnessed bias and discrimination my whole life, all taking place in many
different forms. Unfortunately, this is the society that our children are being raised in, and we
must do better to ensure that every child is seen and heard as a unique individual in our
classrooms. This is why I chose to study the dialogue around this issue and find out what is
currently being done to serve students.
REVIEW OF THE LITERATURE
The History of Multicultural Education
The topic of multicultural education has existed in many different forms in the United
States for decades. What began as more representation for students of different ethnicities during
the civil rights movement eventually snowballed into reforming the entire school system and
ensuring representation for all. “Consequently, multiethnic education was expanded to include
gender, exceptionality, and social class” (Banks, 2013). When thinking of the term ‘multicultural
education,’ one might associate it with just the inclusion of perspectives of different ethnic
groups. However, the Merriam Webster Dictionary defines culture as “The customary beliefs,
social forms, and material traits of a racial, religious, or social group” (Merriam Webster
Dictionary). Therefore, multicultural education has expanded in recent years to include the
LGBTQ+ community, topics of racial and social injustices, those with disabilities, etc. “An
important development within multicultural education within the last decade is the importance
given to the intersection of variables such as race, class, and gender” (Banks, 2013). It is
apparent within the literature that there is an increasing emphasis on inclusion for all within
multicultural education.
The Role of Professional Development in Multicultural Education
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The basis of quality multicultural education begins with quality professional
development. Teachers must feel prepared when it comes to teaching about different cultures, or
they may feel unable to teach these topics effectively. “In order to better prepare teachers for
teaching in diverse classrooms, professional development in multicultural education (PDME) is a
useful and viable approach among educational leaders” (Choi & Lee, 2020). This study discusses
the role that PDME plays in teacher self-efficacy in multicultural classrooms (TSMC). The
researchers find that quality professional development is not only needed for the classroom
environment, but it also creates positive perceptions of the school climate as a whole (Choi &
Lee, 2020). Studies also show that professional development in multicultural education is
beneficial for students’ success. Of an analysis of 40 studies conducted on the effectiveness of
professional development in multicultural education, it was found that those who focused on
student outcomes proved beneficial for students’ performance (Parkhouse et al., 2019).
Culturally Sustaining Pedagogy
Multicultural education goes hand-in-hand with the concept of culturally sustaining
pedagogy. “Culturally sustaining pedagogy seeks to perpetuate and foster linguistic, literate, and
cultural pluralism as part of schooling for positive social transformation and revitalization” (Paris
& Alim, 2017). In an interview of the authors of Culturally Sustaining Pedagogies, they dive
into the practical applications of this seemingly abstract concept. They explain that cultural
practices, languages, and ways of life should not be seen as something to be added on to the
curriculum, but rather as something to be embedded into the curriculum in a meaningful way
(Paris & Alim, 2017). Another important element of culturally sustaining pedagogies is the
ability and willingness of educators to address racism and prejudice within themselves and
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society. It is apparent that there is a need to address these issues due to the fact that the United
States has a history of not representing marginalized communities in the classroom. “This
climate, and the policies and teaching practices resulting from it, has the quite explicit goal of
creating a monocultural and monolingual society based on white, middle-class norms of
language and cultural being” (Paris, 2012. p. 95). While there has been education reform in
recent years to address these inequities, there is still work to be done.
Practical Applications of Multicultural Education
Throughout the literature on this topic, there are a lot of big picture concepts and ideas. It
can be difficult to picture how these ideas are actually implemented in the classroom setting. One
of the five dimensions of multicultural education is content integration. “Content integration
deals with the extent to which teachers use examples and content from a variety of cultures and
groups to illustrate key concepts, generalizations, and issues within their subject areas or
disciplines” (Multicultural Education: Goals and Dimensions, 2021). Teachers can use content
integration as a starting point in incorporating multicultural perspectives in their lesson plans.
Teachers have a limited amount of time to meet standards and prepare their students for success,
so incorporating multiple cultures in the content may appear to be a daunting task. Weinstein et
al. (2003) argue that teachers need to become knowledgeable about the cultures and communities
in which their students live. Using the cultures that are represented in one’s classroom is an
excellent way to start. By learning about the cultures of their peers, students can build deeper
relationships with one another and learn to be tolerant of those different from them.
Multicultural Education in Relation to Immigrant Students
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California teachers face a great amount of diversity in their classroom. In every teacher’s
career, they will likely encounter students born in different countries who came to the United
States. According to the California Department of Education, there were 88,423 immigrant
students enrolled in California’s public and private schools in 2018 (CDE, 2020). Educators must
take this into account when planning out their multicultural education integration. It may seem
intimidating to accurately represent the culture of an immigrant student in the classroom, so it is
very important to learn from the students and their families. Fruja-Amthor and Roxas are
prominent voices within this subject and discuss the great strides that multicultural education has
made in recent years. With that being said, they also address that the needs of immigrant and
refugee students are not being met completely. Educators must view and represent students’
cultures as fluid and modern in order to help immigrant and U.S. born students feel a
connectedness to each other. “Yet, best intentions among multicultural educators who see cultural
recognition as the center of their practice may still tend to highlight students’ cultures as static”
(Fruja-Amthor & Roxas, 2016, p.169). While teaching the history of cultures is important,
educators also have a duty to show students the whole picture. Cultural practices and viewpoints
change, and if teachers aren’t placing emphasis on this, they are ultimately placing immigrant
students at a disadvantage by further isolating them.
School Climate in Relation to Multicultural Education
One of the most important takeaways from the literature on this topic is that multicultural
education and culturally sustaining pedagogies extend beyond the classroom. The available
literature reflects a consensus that when multicultural perspectives are embedded in every part of
the school, the climate is better overall (Choi & Soobin, 2020). If there is a comprehensive,
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school-wide plan to incorporate multiple cultures, then students will feel seen as unique
individuals. Teachers play a large role in the classroom and school environment, and should
emphasize diversity and inclusion in order to foster a positive environment. “We found that
teachers’ attitudes and beliefs about the value of diversity were reflected in their students’
experiences with peer discrimination and ethnic identity” (Brown, 2019, p. 324). This article
discusses specifically the challenges and components of fostering a positive and inclusive school
environment. The authors emphasize positive cross-cultural interactions, established norms in
and out of the classroom, and teachers as change makers and facilitators.
METHODOLOGY
Within the next sections I will discuss the lens that I chose to look at this issue through. I
aimed to understand if the literature on the subject reflects the opinions and experiences of
someone in the field through an interview. I also utilized a theoretical framework that may help
explain the roots of the apparent inequities in the United States education system.
Theoretical Framework
The theoretical framework that I have used to guide my research is the critical race
theory. This theoretical framework involves analyzing the racial inequities in different parts of
societal institutions. “Critical race theorists hold that the law and legal institutions in the United
States are inherently racist insofar as they function to create and maintain social, economic, and
political inequalities between whites and nonwhites…”(Blumberg & Curry, 2016, para.1).
Although this theory originally stems from the legal field, it has been applied to other institutions
like the education system to address the disadvantages and inequalities that people of
marginalized communities face. Through the lens of this framework I am better able to
understand the deep roots of the dominant culture having the final say as to what is being taught
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in schools. I feel as though this framework fits this specific problem of practice well because
when analyzing the school system and the ways in which different cultures have been historically
oppressed in schools, I can find out how racism and discrimination has played a role.
Community Partner Interview
The community partner that I interviewed helped to broaden my knowledge of this topic
because she is a teacher at a dual immersion bilingual elementary school and has years of
experience in the field of education. I will refer to my community partner as Mrs. Green, a
pseudonym to ensure privacy. Mrs. Green is a 5th grade teacher at a local elementary school. She
has been an educator for years and has experience working with students of all different cultural
backgrounds. She is BCLAD certified and regularly attends training surrounding the subjects of
bilingual education and multicultural education. She herself is bilingual and her family is
Argentine, so she has both personal and professional experience within the topic of
multiculturalism. Her personal teaching philosophy culminates into one word: fun. Mrs. Green
stated that she wants her students to view learning as something that adds value to their lives and
as a fun way in which they can express themselves. Her vision for education is to create an
environment in which differences are celebrated. She works with immigrant ELL students along
with English speaking students, which creates an environment where multiple different
perspectives are incorporated and students are able to learn from one another.
My community partner offered insight into my problem of practice by explaining her
personal practices in the classroom when it comes to multicultural education implementation. I
was not surprised by her responses to the questions that I asked, due to the fact that her views
reflect a lot of what I read in the prevalent literature. She explained that by supporting immigrant
families, you in turn are increasing the chance for their children to thrive in school. Supporting
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students in this way is something that comes up often in the literature, but I felt as though my
community partner offered a different perspective that I failed to recognize before the interview.
She states that schools should feel like a place that “provides solutions, not problems.” By
supporting parents of bilingual, immigrant, or ELL students, you are helping to not only create a
successful school environment, but you are fostering school/home connections that will only
benefit your students.
Personally, I am interested in practical applications of multicultural education so when
my community partner offered an example of how to do so, I took note of it. Mrs. Green
suggested asking students about their families and cultures at the beginning of the school year
and making note of important holidays or events in the students’ lives. By doing so, you can find
out what cultures are represented in your classroom and plan lessons around these topics. This is
another way in which parents can get involved. She communicated with me that parents have
come in and taught students about their culture and even offered clothing, photos, and food to
enrich the lesson. This is the type of information that I was hoping to gain from this interview,
because some of the more heavy, big picture literature doesn’t offer these kinds of practical
applications.
The last big takeaway that I got from interviewing Mrs. Green was that teaching in both
Spanish and English has created an environment where students have to persevere and
experience some level of discomfort when learning a second language. Her mention of
discomfort made me realize that educators may feel the same way when faced with teaching
about a culture that they have little prior knowledge on. Attempting to respectfully represent a
culture in the classroom may seem like a daunting task, but that is why the involvement of
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students, other faculty members, and parents can be so helpful. The United States is an incredibly
diverse country, so educators should take advantage of the diversity all around them. Just how it
is okay for students to feel a small amount of discomfort when learning a new language, it is
okay for educators to feel uncomfortable when faced with doing a culture justice while teaching
about it.
Through interviewing a community partner who is well-versed in the issues I am
researching, I was able to grasp some of the practical problems and solutions that educators of
diverse classrooms face daily. She was an excellent resource to help bring clarification and
reinforce the ideas that are prominent within the literature.
FINDINGS AND DISCUSSION
In the next section I will be analyzing the research I conducted regarding my problem of
practice and how the previously published literature along with the interview with an educator
has aided in a better understanding of the current state of this topic.
Discussion of Findings
Through conducting research and interviewing a professional in the field, I was able to
distinguish similarities between the two methods of data collection. A lot of the literature
focused on the role of professional development in multicultural education and how quality
training within the area is crucial for diverse classrooms to thrive. With that being said, a lot of
educators leave training programs and feel underprepared to take on the task of effectively
managing diverse classrooms (Parkhouse et al., 2019). This makes quality professional
development crucial in the field. If teachers have low self-efficacy in relation to effectively
implementing multicultural education, they will more likely find it difficult to meet the needs of
their students (Choi & Lee, 2020). This idea is reflected in the interview conducted with my
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community partner. She states that her school’s administrator is always advocating for more
professional development in bilingual education and multicultural education, and Mrs. Green
herself is of the opinion that the school district should offer more. Ensuring quality professional
development and training is an apparent urgent matter within the topic of multicultural
education.
Additionally, I have found that in both the literature and through my interview that one of
the main challenges in multicultural education implementation is ensuring equal representation
of all students. While this comes to no surprise, the literature takes it a step further and I was
surprised at what I found. It is easy to fall into the mindset that all multicultural education is
good multicultural education, but this viewpoint was challenged while conducting my own
research. The concept of culturally sustaining pedagogy is mentioned often, and it is described as
pedagogy that “allows students to exist not only in the culture of their school, but also in the
culture of their home” (Chajed, 2020). This concept is challenged to include culturally relevant
pedagogy, which forces teachers to ask themselves what information accurately represents
students and the current state of their cultures. “Focusing on culture alone is problematic- even
when it is used to promote academic interest and success- because it tends to calcify culture”
(Fruja Amthor & Roxas, 2016). This directly relates to the experiences of immigrant and ELL
students whose cultures have historically not been represented adequately and equally in the
classroom.
CONCLUSION
This section will bring all of the concepts discussed to a close through reflection upon the
previous sections. I will also offer recommendations in regards to what I believe would best
serve diverse classrooms and communities.
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Conclusion
Throughout my research on the topic of multicultural education and realistic implications
in the modern day classroom, I am able to better grasp the issues at hand. I began my research
with a broad question, and by combing through the literature and interviewing a teacher in the
field, I began to see trends emerge. The Critical Race Theory assisted in guiding my research
from the stance that institutions in the United States are inherently deeply rooted in racism.
Systemic change of school systems has been in motion for decades, and through my research I
am able to pinpoint what is currently being done in the field regarding multicultural education.
Firstly, professional development is an urgent issue that is currently being addressed. If teachers
do not feel confident in themselves to teach from multiple cultural perspectives, they will not be
successful in meeting the needs of diverse students. Additionally, students from diverse
backgrounds must have their cultures represented accurately. It is not enough to present
surface-level, static information about a student’s culture. Information should be culturally
relevant and sustaining.
Implications and Recommendations
These findings will certainly influence my career and what I choose to prioritize in the
classroom. I will always keep in mind that critical phrase that was developed through my
research, “Not all multicultural education is good multicultural education.” While accepting this
will require more thoughtful consideration as to what information I present to my students, I
truly believe it to be worthwhile.
My recommendation for teachers would be to allow students to get involved when
discussing their culture. Ask them questions, learn from them. Get their families involved, and
do the work to ensure that they feel seen and heard in the curriculum. I also recommend
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receiving as much professional development as possible on the subject of multicultural
education. Understand that as an educator you are going to be teaching immigrant students, ELL
students, those who come from low socioeconomic backgrounds, and those with unconventional
families. Be prepared to meet the needs of your students, no matter their situation.
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References
Banks, James A. (2013). The Construction and Historical Development of Multicultural
Education, 1962-2012. Theory into Practice, 52(sup1), 73–82.
https://doi.org/10.1080/00405841.2013.795444
Blumberg, N., & Curry, T. (2016, June 9). Critical race theory.
https://www.britannica.com/topic/critical-race-theory.
Brown, Christia Spears. (2019). The Importance, and the Challenges, to Ensuring an
Inclusive School Climate. Educational Psychologist, 54(4), 322–330.
https://doi.org/10.1080/00461520.2019.1655646
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org
Chajed, A. (2020, February 12). Culturally sustaining pedagogy: An introduction.
https://cpet.tc.columbia.edu/news-press/culturally-sustaining-pedagogy-an-introd
uction.
Choi, Soobin, & Lee, Se Woong. (2020). Enhancing Teacher Self-Efficacy in
Multicultural Classrooms and School Climate: The Role of Professional
Development in Multicultural Education in the United States and South Korea.
AERA Open, 6(4). https://doi.org/10.1177/2332858420973574
Ferlazzo, L. (2021, March 5). Author Interview: “Culturally Sustaining Pedagogies”
(Opinion). Education Week.
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https://www.edweek.org/teaching-learning/opinion-author-interview-culturally-su
staining-pedagogies/2017/07
Fruja Amthor, Ramona, & Roxas, Kevin. (2016). Multicultural Education and Newcomer
Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee
Students. Educational Studies (Ames), 52(2), 155–176.
https://doi.org/10.1080/00131946.2016.1142992
Multicultural Education: Goals and Dimensions. Multicultural Education: Goals and
Dimensions | UW College of Education. (n.d.).
https://education.uw.edu/cme/view.
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance,
Terminology, and Practice. Educational Researcher, 41(3), 93–97.
https://doi.org/10.3102/0013189X12441244
Parkhouse, Hillary, Lu, Chu Yi, & Massaro, Virginia R. (2019). Multicultural Education
Professional Development: A Review of the Literature. Review of Educational
Research, 89(3), 416–458. https://doi.org/10.3102/0034654319840359
School funding. (2020, December 18). https://www.cta.org/our-advocacy/school-funding.
Title III Immigrant Student Demographics. Title III Immigrant Student Demographics -
Title III (CA Dept of Education). (n.d.).
https://www.cde.ca.gov/sp/el/t3/imdemographics.asp.
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Weinstein, Carol, Curran, Mary, & Tomlinson-Clarke, Saundra. (2003). Culturally
Responsive Classroom Management: Awareness Into Action. Theory into
Practice, 42(4), 269–276. https://doi.org/10.1207/s15430421tip4204_2
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APPENDICES
Appendix A.
Community Partner Interview Questions
Q: What is your educational/professional background and what inspired you to teach at a two-way immersion school?
A: I am BCLAD certified and have masters in bilingual education. Since I myself am bilingual (my family is Argentine), I have always been interested in dual immersion education. Unfortunately, I did not go to an immersion school when I was a kid and had to learn English without the amazing resources available at dual immersion schools. I have a special appreciation for these programs as I now get to experience the value provided to students and their families by this teaching style.
Q: What is your personal teaching philosophy?
A: My philosophy is FUN! Or at least for students to see learning as fun… as something that brings value to their lives - not just stress. I feel education should be experienced through all the senses; via as many teaching methods as possible. In order to achieve this, I have found that visual and performing arts can really help bring content to life. Hands-on science experiments, theatrical plays to help explore the judicial system, poetry to remember the order of mathematical operations, and art as a way to express one’s understanding of a topic (like drawing the definition of a word).
Q: What kind of professional training have you received on the subject of multicultural education, if any?
A: The bulk of my time in the bilingual masters program was focused on multicultural education in the form of classes. Seminars, assigned readings and assignments, guest speakers, etc. I have also attended CABE (california association of bilingual education) twice - once as a credential student at Chico State and again a couple years later through Rosedale.
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Q: Do you receive ongoing training on this subject?
A: Our school’s admin tries her best to advocate for more training on this topic and is always inviting staff to attend anything offered. There have been a couple professional development opportunities regarding bilingual education but the district should definitely offer more.
Q: In what ways do you include multicultural perspectives in the content you teach?
A: The whole community and goal of my school is to create a multicultural learning environment. As stated by our school’s mission statement: The School Community is committed to providing a culture of lifelong learning for all students through dual immersion, by developing bilingualism and academic excellence in a multicultural environment. Therefore, all of our lessons and school events are expected to reflect this ideology by incorporating multiple cultures, countries and ethinic backgrounds.
Q:In your opinion, what is the best way to support immigrant students and English Language Learners?
A:Help to support their families! Families need to feel supported and like school is a place that provides solutions, not problems. Helping families to translate paperwork, showing them how to access online materials and how to transition between schools (elementary to middle school to high school). These are all essential to creating home connections with immigrant students and their families. Supported families will in turn support their children better, giving students a better chance to thrive.
Q: What challenges do you face when trying to include multicultural education in the classroom?
A: Making sure to include ALL cultures present in the classroom can be tough as my students change each year. But the trick is to get to know your students well. Ask LOTS of questions about their families, cultures, etc. early in the year. Make sure to look up important dates regarding different holidays/cultural beliefs, track them in your calendar and lesson plan around those dates. Also, finding relevant, school appropriate and age relevant information can be tough too. I have found success in asking my students and their parents for help when teaching about their culture. They have provided me with costumes, photos, recipes, food and even in person presentations. :)
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Q: How has teaching in both Spanish and English helped to foster a more inclusive classroom and school environment?
A: Teaching in both languages just levels the playing field a bit. Usually EL’s can’t express their understanding in monolingual classrooms and are deemed “less than” or “slower”, etc. - but in our learning environment, both groups can express their ideas. Also, I think the fact that both groups get to experience some discomfort in achieving fluency in their target language is an important step to developing character and learning perseverance.
Q:How do you ensure positive relationships/interactions between students of differing cultural backgrounds?
A: Our classroom community is consistently celebrating our differences. “If everyone was the same, life would be boring.” We say that a lot. I try to remind my students that just because we do not live life a certain way, or understand something else, we should not fear it. We should learn about it, respect it’s existence, tolerate a different perspective and celebrate the amazing ability we have to choose our own version of life. There is no one recipe to success or happiness, we just need to make sure that respect and love are part of our philosophies.
Q: Lastly, what advice would you give future teachers that want to create inclusive classrooms?
A: Be fearless. Ask LOTS of questions - of your students, their families, your colleagues, etc. Don’t be afraid to try something new or out of your comfort zone. Expect a lot from your students - they are MORE than capable.