When researching the topic of multiculturism a in today’s society, educators are able to find many resources, which deal with the topic of appropriate practices in a multicultural classroom. Daily, educators deal with the many faces of diversity in the classroom. Each student’s ethnic background, race, gender, socio-economic status, sexual preference, age and religion need to be considered when developing a curriculum, classroom rules and procedures, and during the evaluation of students. These differences also need to be taken into account when dealing with the difference of opinions and conflict in the classroom.
According to Ramsey (2000, p171), “all students experience a course differently based on their race, ethnicity, gender, sexual orientation, and other group identities. As a result, students from different cultural groups will frame a course, conceptualize ideas, respond to ideas, relate to discussions and class exercises, and expect different things from a course.” It is imperative that educators are aware of these differences and respond to these differences appropriately, in order to facilitate learning and critical thinking in every classroom. Educators must be always on alert as to the perceptions of course material and why a particular student may be addressing an issue or topic in a different way than expected. By addressing this issue, students are less apt to become isolated in their individual thoughts and ideas. A universal goal for each classroom should be to escape the ethnocentric ideas and attitudes, which will in turn allow students to become respecting, accepting and tolerant of each other.
As an educator begins to facilitate an attitude of acceptance in the classroom, a set of goals should be adopted and implemented by the educator. Ramsey (2000, p172) has stated that instructional goals may include “(a) to acknowledge and celebrate cultural differences; (b) to increase students’ awareness of and comfort with their own and others’ cultural identifications; (c) to show students how ethnocentrism, or the tendency to view their own way of doing things as the only or right way of doing things, is often culturally exclusionary and prejudicial; (d) to help students understand the relationship between ethnocentric thinking and power.” In addition to educational goals, Ramsey (2000) further encourages and states the necessity for multicultural classroom rules. Suggested “ground rules include requiring students to (a) respect others’ opinions and confidences during classroom disclosures, (b) permit others to finish their statements before responding, (c) avoid personal criticism and ‘put downs’ of other student’s reactions or position they do not share, and (d) commit to understanding the latter from the cultural worldview, or contextual framework, of the speaker” (Ramsey, 2000, p175). Educators are aware of the necessity for rules in the classroom for every age group and/or class. By stating expectations up front to students, educators are able to model appropriate attitudes and respect for all differences in each individual student. Through modeling, students will display acceptable behaviors in the classroom, which should be continued as students enter society.
Educators must also address their own personal feelings, thoughts and issues in regard to multiculturalism, before attempting to implement this type of curriculum. Educators must not hold preconceived or “actual barriers to education by figuring [out]… who is potentially educable and who is not” (Nelson-Barber & Harrison, 1996, p262). A new educator should seek additional professional development and mentoring during this transition stage of implementation.
When incorporating a multicultural curriculum into the classroom, De Melendez & Ostertag (1997) suggest an approach that would occur in stages. New educators are encouraged to explore the first stages as they gain experience teaching in a diverse multicultural classroom. “Approach I: Teaching the Exceptional and the Culturally Different” includes teaching to the needs of the individual students. These needs may include a language or disability barrier, or a low-achieving student (De Melendez & Ostertag, 1997, p193). “Approach II: The Human Relations Approach” promotes, directs and leads students “to a sense of unity, tolerance, and acceptance of social diversity within the existing framework of American society” (De Melendez & Ostertag, 1997, p195). Through this approach educators encourage the display of a positive attitude and relationships among all students. “Approach III: Single-Group Studies” focuses on “a particular cultural group or element of diversity [which] becomes the focus of study” (De Melendez & Ostertag, 1997, p.196). De Melendez & Ostertag (1997) caution the educator when selecting a topic for study. Educators are warned that, the topic should not be taken out of context. An appropriate topic should be used in order “to help the child develop a proactive awareness about social and cultural issues” (De Melendez & Ostertag, 1997, p198). Educators should use this opportunity in order to encourage the student’s awareness of cultures different from their own culture. “Approach IV: Multicultural Education … is based on the importance and value of cultural pluralism in American society … students are led to analyze social issues involving bias, prejudice, and racism” (De Melendez & Ostertag, 1997 p198). During this stage of multicultural education, it is noted that the educator may need to drastically alter and/or make additions to the current classroom curriculum. Finally, through this last approach, “Approach V: Education That is Multicultural and Social Reconstructionist” (De Melendez & Ostertag, 1997, p200), the educator expects students to make or attempt to make social changes in society in regard to current multicultural thinking. “Students become active participants in the elimination of social oppression” (De Melendez & Ostertag, 1997, p200). Through these suggested, progressive approaches, educators are able to guide students into becoming accepting, tolerant members of society.
As educators use the previously mentioned approaches or other multicultural education approaches in the classroom, it is important to remember “that there is no one way of seeing, experiencing, or defining the world” (Nelson-Barber & Harrison, 1996, p256). In addition, it is equally important for educators to not rely on one method of teaching. A variety of methods should be used and incorporated into the curriculum, which must include “methods for understanding and analyzing their texts, including note taking, discussion (both whole class and small group), dramatization, graphic response, and personal and critical writing” (Nelson-Barber & Harrison, 1996, p257). Once these issues are addressed, educators open up the opportunity for all students to encounter a “rich schooling experience” (Nelson-Barber & Harrison, 1996, p256).
De Melendez, W.R. & Ostertag, V. (1997). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies. Albany, NY: Delmar Publishers.
Nelson-Barber, S. & Harrison, M. (1996). Bridging the Politics of Identity in a Multicultural Classroom. Theory into Practice 35(4). 256-264.
Ramsey, M. (2000). Monocultural Versus Multicultural Teaching: How to Practice What We Preach. Journal of Humanistic Counseling, Education & Development 38(3). 170-184.
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