Ready to teach smarter and save time? Diversity in the Classroom What is a diverse classroom? A diverse classroom is one in which both the students and the teacher are accepting of all people, regardless of their race, culture, or religion. This acceptance is evidenced by the books that are read, the activities that are completed, and the lessons that are taught.
Promote social justice and equity Enable students to succeed economically in an integrated, multicultural world  The outcomes listed might require great investment or additional effort from the teacher to ensure that the goals being sought are met. Multicultural education, in its ideal form,must be in an active and intentional structure, rather than a passive, accidental approach.
There are infinite ways to assure that such an educational approach is purposeful and successful.
Banks and Banks () define multicultural education as “[ ] equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups.” But creating equal opportunities in education isn’t as simple as making sure every child gets a seat in a classroom. · Creating multicultural projects that require students to choose a background outside of their own · Suggest that your school host an in-service professional development on multi-cultural education in the classroom Favorite Lessons in Multicultural Education. Analyze issues of racism through pop culture. American students need their individual cultural background to be valued and they need to understand the world around them. This article is intended for teachers who recognize the importance of multicultural education and want to implement more multicultural ideas into their classroom curriculum.
Adaptation and modification to established curriculum serve as an example of an approach to preserving minority group culture. Multicultural education should span beyond autonomy, by exposing students to global uniqueness, fostering deepened understanding, and providing access to varied practices, ideas, and ways of life; it is a process of societal transformation and reconstruction.
Universal voting, along with universal education would make our society more democratic.
An educated electorate would understand politics and the economy and make wise decisions. Later, by the s, public education advocates argued that educating working people to a higher level such as the G. Bill would complete our transition to a deliberative or participatory democracy.
This position is well developed by political philosopher Benjamin R. Barber in Strong Democracy: Participatory Politics for a New Age, first published in and published again in According to Barber, multicultural education in public schools would promote acceptance of diversity.
Levinson argues that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" p. Multicultural education is appropriate for everyone.
According to Banks"a major goal of multicultural education is to change teaching and learning approaches so that students of both genders and from diverse cultural, ethnic, and language groups will have equal opportunities to learn in educational institutions" p. Citizens need multicultural education in order to enter into the dialogue with fellow citizens and future citizens.
Furthermore, multicultural education should include preparation for an active, participatory citizenship. Multicultural education is a way to promote the civic good.
Levinson describes four ways to do so: From learning about other cultures comes tolerance, tolerance promotes respect, respect leads to open mindedness which results in civic reasonableness and equality p. Edition, "Citizenship education must be transformed in the 21st Century because of the deepening racial, ethnic, cultural, language and religious diversity in nation-states around the world.
Citizens in a diverse democratic society should be able to maintain attachments to their cultural communities as well as participate effectively in the shared national culture. Unity without diversity results in cultural repression and hegemony. Diversity without unity leads to Balkanization and the fracturing of the nation-state.
Diversity and unity should coexist in a delicate balance in democratic multicultural nation-states. Schools are not neutral. The schools were established and funded to promote democracy and citizenship. A pro-democracy position is not neutral; teachers should help schools promote diversity.
The myth of school neutrality comes from a poor understanding of the philosophy of positivism. Rather than neutrality, schools should plan and teach cooperation, mutual respect, the dignity of individuals and related democratic values. Schools, particularly integrated schools, provide a rich site where students can meet one another, learn to work together, and be deliberative about decision making.
In addition to democratic values, deliberative strategies and teaching decision-making provide core procedures for multicultural education. In the minds of the members of these groups, multicultural education has different, and sometimes conflicting, aims within schools.
Philosophers see multicultural education as a method of response to minorities within a society who advocate for their own group's rights or who advocate for special considerations for members of that group, as a means for developing a child's sense of autonomy, and as a function of the civic good.
Educational theorists differ from philosophers in that theorists seek to restructure schools and curriculum to enact "social justice and real equality" Levinson,p. By restructuring schools in this way, educational theorists hope that society will thus be restructured as students who received a multicultural education become contributing members of the political landscape.The Use of Multicultural Literature in Elementary Classrooms: and a feeling of comfort and acceptance in the classroom environment.
Multicultural literature effective the use of multicultural education is on teaching cultural awareness, acceptance, morals, values, and self-identity. One critical element of improving multicultural education for teachers is encouraging the integration of Family Involvement into the classroom.
“Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity ” (NAME, Jul 15, · Culture and diversity as the us population is becoming increasingly diverse technology makes world feel smaller, it time to make every classroom a multicultural one .
Developing Lesson Plans that are Multicultural 3 DEVELOPING LESSON PLANS THAT ARE MULTICULTURAL 1. Instructional Goal – from your school curriculum 2.
Curriculum Objectives - from your school curriculum. What do you hope the student will be. In the tribal college and university (TCU) setting, it’s important to create a multicultural classroom that incorporates a variety of teaching styles to meet the various needs of American Indian students.
A multicultural classroom, then, is one that features positive teacher expectations for all students, a learning environment that supports positive interracial contact, and a curriculum that is multicultural in content and varied in pedagogy.