write a brief note on the importance of multicultural education

The Importance of Multicultural Education

Conceptions of multicultural education, multiculturalism and curriculum development, reality/representation.

Effectively managing such diversity in U.S. society and schools is at once a very old and a very new challenge. Benjamin Barber (1992) eloquently makes the point that America has always been a tale of peoples trying to be a People, a tale of diversity and plurality in search of unity. Cleavages among [diverse groups] . . . have irked and divided Americans from the start, making unity a civic imperative as well as an elusive challenge. (p. 41)

A hundred years ago, W. E. B. Du Bois (1994) proposed that the problem of the 20th century was conflict and controversy among racial groups, particularly between African and European Americans. He concluded that Between these two worlds [black and white], despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other.

• Creating learning goals and objectives that incorporate multicultural aspects, such as “Developing students' ability to write persuasively about social justice concerns.”
• Using a frequency matrix to ensure that the teacher includes a wide variety of ethnic groups in a wide variety of ways in curriculum materials and instructional activities.
• Introducing different ethnic groups and their contributions on a rotating basis.
• Including several examples from different ethnic experiences to explain subject matter concepts, facts, and skills.
• Showing how multicultural content, goals, and activities intersect with subject-specific curricular standards.

Banks, J. A. (1994). Multiethnic education: Theory and practice (3rd ed.). Boston: Allyn and Bacon.

Banks, J. A., & Banks, C. A. M. (Eds.). (2001). Multicultural education: Issues and perspectives (4th ed.). Boston: Allyn and Bacon.

Banks, J. A., & Banks, C. A. M. (Eds.). (2002). Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.

Barber, B. R. (1992). An aristocracy of everyone: The politics of education and the future of America . New York: Oxford University Press.

Bennett, C. I. (2003). Comprehensive multicultural education: Theory and practice . Boston: Allyn and Bacon.

Boykin, A. W., & Bailey, C. T. (2000). The role of cultural factors in school relevant cognitive functioning: Synthesis of findings on cultural context, cultural orientations, and individual differences . (ERIC Document Reproduction Service No. ED 441 880)

Bruner, J. (1996). The culture of education . Cambridge, MA: Harvard University Press.

Du Bois, W. E. B. (1994). The souls of black folk . New York: Gramercy Books.

Grant, C. A., & Gomez, M. L. (2000). (Eds.). Making school multicultural: Campus and classroom (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Hollins, E. R. (1996). Culture in school learning: Revealing the deep meaning . Mahwah, NJ: Erlbaum.

Irvine, J. J., & Armento, B. J. (Eds.). (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades . Boston: McGraw-Hill.

Lee, C. (1993). Signifying as a scaffold to literary interpretation: The pedagogical implications of a form of African American discourse (NCTE Research Report No. 26). Urbana, IL: National Council of Teachers of English.

Lipka, J., & Mohatt, G. V. (1998). Transforming the culture of schools: Yup'ik eskimo examples . Mahwah, NJ: Erlbaum.

Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong . New York: New Press.

McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling . Mahwah, NJ: Erlbaum.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31 (1), 132–141.

Moses, R. P., & Cobb, C. E., Jr. (2001). Radical equations: Math literacy and civil rights . Boston: Beacon Press.

Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York: Longman.

Park, C. C., Goodwin, A. L., & Lee, S. J. (Eds.). (2001). Research on the education of Asian and Pacific Americans . Greenwich, CT: Information Age Publishers.

Shade, B. J. (Ed.). (1989). Culture, style, and the educative process . Springfield, IL: Charles C. Thomas.

Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context . Cambridge, UK: Cambridge University Press.

Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity & motivation: Culturally responsive teaching . San Francisco: Jossey-Bass.

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The importance of multicultural education

America has always benefited from the contributions and viewpoints of diverse people. Multicultural education emphasizes and celebrates the wide range of cultures, ethnicities, and backgrounds that students bring to school and society. The multicultural classroom embraces equity and inclusion as a means of teaching global awareness and promoting student success. 1

This post will explore the benefits of multicultural education for fostering inclusion and understanding among students.

Celebrate cultural diversity

A classroom is a unique blend of students from different economic situations, cultural backgrounds, religious beliefs, ethnicities, and traditions.

Celebrating cultural diversity shows that you value all of them equally and appreciate the richness they bring to your classroom. It also gives you the opportunity to expose students to other cultures on a regular basis, a practice that has many academic and social benefits, including higher student achievement, cultural competence, and increased empathy. 2

Classroom teachers can celebrate cultural diversity in the classroom in the following ways:

• Coordinate with special area teachers to explore the music and art of other cultures 2
• Build a classroom or school library that contains books that feature characters from many different countries and living situations as well as books written by diverse authors 2
• Encourage students to bring items from home that represent their culture and talk about them with the class 2
• Celebrate holidays from around the world, not just the ones from the predominant culture and religion in your school 2

Foster inclusive learning environments

A culturally inclusive learning environment creates a safe and fair classroom where students from all backgrounds can thrive academically, socially, and emotionally. Social and cultural considerations can impact how a student learns.

Teachers can help students succeed by recognizing and adjusting for individual cultural differences among their students.

Culture is a broad term that includes the following elements:

• Language differences 3
• Family values 3
• Family dynamics, such as multigenerational homes 3
• Socioeconomic status 3

By getting to know students, teachers will be better able to predict issues that may arise with a particular lesson or activity. They can also tap into the cultural knowledge of their students as a learning resource for the entire classroom. 4

Global citizenship and interconnectedness

Global citizenship recognizes that we are all connected to each other through economic, environmental, social, and political factors. Multicultural education seeks to promote peace through learning and embracing our shared humanity. Global citizens understand the value of others and the interconnected nature of the challenges of inequality. 5

Teachers can promote global awareness by including a global perspective in the curriculum, organizing multicultural events, and establishing connections and partnerships with schools in other countries.

Technology provides a window into other countries, cultures, and perspectives through virtual exchanges and meaningful conversations. 6

Embracing diverse students

In the realm of multicultural education, where the tapestry of knowledge weaves together, embracing diverse students becomes a cornerstone of fostering an inclusive and dynamic learning environment.

Each student brings forth a unique mosaic of experiences, rich cultural backgrounds, and varied learning styles to the classroom. It is within this diversity that the true beauty of education unfolds.

Teachers, as architects of knowledge, hold the power to implement innovative strategies. An example of a classroom activity that embraces diverse students is "Cultural Carousel." In this activity, students rotate through stations that represent different cultures, engaging in activities such as art, music, or storytelling. This allows students to experience and appreciate various cultural expressions, fostering a sense of unity and understanding among classmates of all abilities and backgrounds.

By employing a diverse range of teaching methods that cater to different learning styles, educators create an atmosphere where every student's voice is heard and valued. The curriculum becomes a canvas, enriched with the vibrant hues of diverse ethnic groups' perspectives, offering students a profound understanding of the intricacies of our diverse world.

This approach cultivates well-rounded individuals, fostering an appreciation for the manifold tapestry that shapes our collective journey.

Nurturing the school environment

Crafting a positive and inclusive school environment is a pivotal endeavor in the landscape of multicultural education. Doing so extends beyond the confines of the classroom, enveloping the entire school community in an atmosphere of acceptance and celebration.

Schools, as nurturing gardens of knowledge, can organize vibrant events that pay homage to various cultural traditions, involving parents and students alike in the mosaic of multicultural activities that foster unity.

An example of nurturing the school environment with students is the "Global Friendship Project." In this project, students collaborate with peers from different cultural backgrounds to create a shared project, such as a presentation, artwork, or a story that reflects the diversity within the school community. This not only encourages collaboration but also promotes a sense of belonging and understanding among students of all abilities and backgrounds.

This endeavor involves not only the celebration of diversity but also the establishment of policies that sow the seeds of inclusivity and holistic growth, creating an environment where every student thrives academically, socially, and emotionally. In this nurturing space, the spirit of multicultural education takes root, promising a journey of learning that transcends boundaries and fosters a rich understanding of our interconnected world.

Enhance critical thinking and perspective-taking

By exploring diverse perspectives, multicultural education promotes critical thinking and the ability to look at issues from multiple perspectives.

Older students can examine current events through a more comprehensive lens that includes historical perspectives and social injustices, such as institutional racism, classism, sexism, and homophobia. With these wider considerations, students are better able to understand the various factors at play behind some of today’s most controversial social issues. 7

Address social injustice and equity

A multicultural education promotes equity and inclusion for all students. Teachers can lay a foundation of respect and tolerance by facilitating meaningful discussions about racial justice and equity. Raising students’ awareness about inequalities in their daily lives can help them identify and stop patterns of discrimination and unfairness. 8

Educators can address social injustice by teaching students to relate to others as individuals and recognize stereotypes. Teachers can point out the unfairness displayed in individual interactions versus injustice at the institutional level. Students can analyze the impact of injustice in the world, both historically and currently. 9

Teach multilingualism and language diversity

The United States has a rich linguistic culture, with over 20% of children speaking a non-English language at home. Multilingual students maintain stronger connections with their cultural heritage and family, fostering broader social networks and cross-cultural understanding. Bilingualism enhances cognitive skills, such as task-switching, focus, and environmental awareness. Research indicates bilingual children excel in problem-solving and working memory tasks. 10

Dual language programs allow students to achieve better academic outcomes and English-language skills than English-only programs. Multicultural educational programs that promote multilingualism and language diversity lead to higher college attendance rates and better job prospects while fostering inclusive civic participation. 10

Measuring the impact of multicultural education

It can be difficult to assess the impact of multicultural education among diverse students. However, research has shown that multicultural education is highly beneficial in fostering understanding and tolerance among students from different cultural and ethnic backgrounds in both low- and high-socioeconomic school districts. There is also evidence of associated improvements in student behavior and achievement that make the investment in creating multicultural classrooms worthwhile for both students and educators. 11

Become a leader in multicultural education

An online master’s in educational leadership and policy studies from the University of Kansas will equip you with the skills you need to create future global citizens. Make a difference in your school, community, and world by developing policies and initiatives that foster justice and interconnectedness for all students.

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• Retrieved on January 12, 2023, from interculturalmontessori.org/multicultural-education-characteristics/
• Retrieved on January 12, 2023, from continentalpress.com/blog/cultural-diversity-in-the-classroom/
• Retrieved on January 12, 2023, from teachbetter.com/blog/celebrating-diversity-for-an-inclusive-learning-environment/
• Retrieved on January 12, 2023, from globallytaught.com/blog/8-powerful-habits-to-build-a-multicultural-classroom/
• Retrieved on January 12, 2023, from unesco.org/en/global-citizenship-peace-education/need-know
• Retrieved on January 12, 2023, from everydayspeech.com/sel-implementation/fostering-global-mindset-in-high-school-students-best-practices-for-educators/
• Retrieved on January 12, 2023, from culturalinfusion.org.au/6-reasons-why-multicultural-education-is-essential-in-our-diverse-world/
• Retrieved on January 12, 2023, from militarychild.org/upload/images/MGS%202022/WellbeingToolkit/AL_4_1_Social_Justice_interactiv.pdf
• Retrieved on January 12, 2023, from learningforjustice.org/frameworks/social-justice-standards
• Retrieved on January 12, 2023, from tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/
• Retrieved on January 12, 2023, from jscholarship.library.jhu.edu/server/api/core/bitstreams/d97b93d2-7bcf-4490-bdd2-ffe874099c78/content

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Six reasons why multicultural education is essential in our diverse world

The number of international immigrants skyrocketed from 153 million in mid-1990 to 271 million in mid-2019 (United Nations, 2019) , which leads to modern societies becoming far more culturally diverse. According to Salto-Youth Cultural Diversity Resource Centre , cultural diversity is “the existence of a variety of cultural groups within a society”. These cultural groups not only refer to culture and ethnicity, but also sexual orientation, gender, age and so much more. The introduction of new cultural groups created a number of issues in the education space. Historically, language barriers were a huge problem in America – as in most Western countries – as public education put heavy emphasis on teaching English and assimilation into the adoptive culture, which negatively impacted new immigrants.

Then came the implementation of multicultural education and bilingual education, which attempted to solve the problem of language and racial discrimination in education. However, problems related to cultural diversity are still occurring nowadays and are much more complex and problematic than decades ago. Hence, multicultural education is more crucial than ever in breaking down stereotypes, intolerance, and bullying within schools; ensuring our new citizens feel welcome and included in their newly adoptive society.

Six reasons why multicultural education is essential will be discussed.

1. assist cultural groups in feeling included, and therefore feeling they belong in the school community. this, of course, makes the immigrant and non-white students more motivated and engaged to learn..

It has been raised up that certain cultural groups are being underrepresented in school curriculum and textbooks, and this issue was observed across secondary and tertiary education (Banks 2013 The Construction and Historical Development of Multicultural Education, 1962–2012) He argued that, in America, experiences of women and people of colour were being “marginalised”. Ethnic minorities could not relate to what they are learning in school, and, hence, these students feel “unwelcome, insignificant and alienated” (Gay, 2004) . Contents of their textbooks are perceived to be irrelevant to them, there is minimal material for them to relate to culturally. This may be a challenge for them to study as everything they have learnt is so foreign to their cultural background, language or lifestyle. To new immigrants, it is already a major challenge adapting to a foreign culture, particularly if they come from a war-torn country and/or spent years in refugee camps with little hope for the future. Such irrelevant content in school may make it extremely difficult for them to adapt to their new society in which they find themselves. Gay suggests that multicultural curriculum can spark up their interesting in learning when they see content that are familiar to them. He mentioned several studies that indicate ethnically-diverse students had higher academic achievements when cultural-specific elements were incorporated into the curriculum.

2. Gain accurate representation and knowledge of cultural groups

The problem with cultural groups being underrepresented and marginalised is also associated with misrepresentation of their culture in textbooks. Knowledge taught in school should be more neutral and objective so that students can receive correct information on cultural groups (by people of that culture) that they are not familiar with. Some students may not be fully familiar with their own cultural group as well, such as students who grew up in one place but have different ethnic backgrounds.

School, therefore, is a key place for them to learn about their history and culture. To other students – those who are mostly the majority – learning the music, the festivities, and belief systems of the cultures of their peers and what their backgrounds signify is a powerful tool in creating inclusiveness and promoting intercultural understanding .

3. Promote intercultural interaction and harmony in a school setting

Hjerm et.al. 2018 state in a study undertaken in Sweden: “[There is] an association between exposure to teaching about critical thinking as well as multiculturalism … and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes”. And as Hanson et.al. 2016 state in a US study: “Types of new learning that facilitate reaching the goal of culturally responsive teaching include learning about diversity, using self-reflection of how one behaves in a complex sociocultural environment, recognizing the differences in cognitive filters between teacher and student, and participating in challenging conversations about social justice and educational equity for diverse students”.

This clearly suggests that multicultural education acts as a way for students from different cultural groups to communicate and interact with each other. Students may distance themselves from other cultural groups because they do not know them well; they may not understand the background, histories, belief systems, or where differences and similarities exist. In this context, there is a strong likelihood of ‘othering’ – creating an ‘us and them’ mentality – as the groups tend to keep unto themselves. Promoting multicultural education may clear up some of the misconceptions students have towards certain cultural groups and eradicate the stigma they put on these groups. In turn, it may lessen the amount of bullying cases that targets culturally different groups. Intercultural interaction can also be fostered with the guidance of teachers. They can incorporate group projects or discussions in class when teaching topics on multiculturalism. This allows students to step out of their comfort zone and communicate with each other; inviting the culturally diverse students to speak of their festivities, music, food, and belief systems.

4. Mindset of critical thinking on current social issues surrounding cultural diversity

The biggest takeaway from education for students should not only be restricted to textbook knowledge, but also how they can incorporate it to their own experiences and their current reality. Multicultural education allows students to hone their critical thinking skills on topics surrounding cultural and social issues, including “institutional racism, classism, sexism, ableism, ageism and homophobia” ( Gollnick& Chinn , 2006) . For instance, multicultural curriculum may include the history of African Americans, and what they had been through from slavery, to the civil rights movement of the 1960s, to the present with the Black Lives Matter movement and the disproportionate incarceration of young black men. Students can understand the historical continuum of social issues as they are still happening today. Think about the on-going protest on Black Lives Matter, triggered by the death of George Floyd . They may think about the significance of this and why the problem still exists after more than a century since the abolition of slavery was brought into legislation in 1865.

Textbook knowledge may be essential in terms of examinations, graduation, and obtaining scholarships, but more importantly, information – regardless of its form – needs to transferred into schematised knowledge systems and applied to life so students can become change-agents, apply knowledge to reality to make a change in society.

5. Advanced equity in education

The idea of education equity is to “provide people with resources that fit their circumstances” ( Waterford , 2019) . Students are all unique individuals, treating everyone equally does not mean that students’ needs are being addressed adequately. One aspect of multicultural education is equity pedagogy according to Landon-Billings (2003) . Some students need extra support from the school and teachers just to be on the same level with their peers. Students whose first language is not English may struggle to comprehend the simplest tasks in class. As a result they may not be performing well in a specific subject, not because they do not work hard but because they lack appropriate support from schools. Culturally diverse students have their own set of challenges in a given school environment. In order to help these students overcome these challenges, it is not enough to give all students equal opportunities but, more importantly, teachers provide specific help to have better academic achievements. In addressing these challenges into the future Sleeter (2018) states:

“It is highly likely that nations around the world will continue to experience movements for political rights and recognition as well as immigration or migration involving racially and ethnically diverse families and that these experiences will demand changes in education … As a field, multicultural education offers many very useful strategies and conceptual tools. But what educators from dominant groups think are the key issues and best solutions are not necessarily the same as what students, parents, and community members from non-dominant groups think. Some of the most difficult but most necessary work in multicultural education involves helping those who are used to being in charge learn to listen to and take seriously those they have learned to dismiss.” (p15)

6. Promote multiculturalism and multicultural education amongst teachers and educators

Teachers are responsible for sharing knowledge with their students. The way for teachers to effectively teach their students is through gaining accurate knowledge on multiculturalism As Paris and Alim point out in their book Culturally Sustaining Pedagogies (2017) : “… [s]tudents and their families [from cultural diverse backgrounds] are put in situations where in order to succeed in school, they have to either deny or lose their cultures, histories, languages, and literatures. Furthermore, the authors suggest that there is a need for change in both the position and terminology related to pedagogical theory and practice. They offer CSP [Culturally Sustaining Pedagogies] as a solution, as CSP implementation seeks to accept, support, and sustain pluralism on cultural, literate, and linguistic levels.”

Accordingly, teachers should be highly aware that there are individual differences in the classroom ( Basbay , 2014) ; teaching plans and personal teaching styles may need to vary to cater to different cultural groups.

To better facilitate multicultural education in a school setting, it is salient for school authorities and faculty members to know how culturally diverse that school is. It would be extremely difficult to offer help to different cultural groups in school without identifying what groups there are within their school community. Technology is a useful tool to bridge these groups together and provide cultural-related knowledge. One innovative tool that can achieve this is Diversity Atlas . It is an analytical tool to measure types and extents of cultural traits in an organisation or school community. It is easy and quick for users to input their information, yet the tool provides in-depth and multifaceted analysis. This is especially effective for schools as it has a complex structure that consists of different levels of authority and departments, and breaks down the languages spoken, and cultural groups that otherwise may remain hidden within the school environment. After receiving such analysis, schools are able to gain a better understanding of themselves. They may want to tackle issues such as diversity in certain departments by applying the tool of Diversity Atlas. It is through the school itself to set an example of being proactive in multicultural education, demonstrating to their students the importance of multiculturalism and multicultural education.

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What Is Multicultural Education? An Educator’s Guide to Teaching Diverse Students

The United States has always been a multicultural country. As a result, the US education system is made up of students from a variety of backgrounds. According to the National Center for Education Statistics, 50.7 million students attended public elementary and secondary schools in 2018, bringing a variety of backgrounds, languages, perspectives, and cultures to the classroom. Since culture and education have an impact on each other, it is important for people of all cultures to value education and for the education system to value all cultures.

Educators can use different teaching methods to promote multicultural education. They can cultivate learning environments that benefit diverse student populations. Even though instruction often relies on the contents of specific curricula, teachers can infuse multicultural education into every element of their instruction, from the projects they assign to the lessons they teach. Teachers in the US education system should be willing to ask what multicultural education is and how they can incorporate it effectively.

What Is Multicultural Education?

Multicultural education values different student cultures and prepares students to thrive in a diverse world. At its core, multicultural education fosters equality, justice, and equity, and it establishes the reality of philosophical ideals in classroom environments. Multicultural education is what schools implement to establish equitable educational opportunities for all their students. It is also an ongoing process of helping students succeed in their academic and personal lives.

Teachers, administrators, and school leaders play an important role in ensuring the incorporation of multicultural education by selecting and managing policies, curricula, and teaching styles. The practice relies on educators who value the histories and experiences of diverse groups of students. Schools and teachers can approach multicultural education in a variety of ways, supporting students as they develop positive perspectives of their own cultures as well as the cultures of their peers. By incorporating culturally responsive pedagogy in curricula and teaching practices, teachers can create an inclusive classroom that values all students.

Four Ways Educators Can Implement Multicultural Education in the Classroom

There are many ways educators can promote social justice and equity in schools, from working to hire a more diverse teacher workforce to mindfully selecting assigned readings that reflect broad cultural diversity. Additionally, teachers promoting equal learning opportunities for students of all races, ethnicities, and backgrounds can implement multicultural education in the classroom in the following ways:

Be Aware of Biases

For educators to understand what multicultural education is and implement it in their classrooms, they need to be aware of potential biases. While teachers may be open minded and want to deliver equitable instruction, they may have underlying biases they may not be aware of.

Further, teachers should understand they may be working with students from many backgrounds who may have biases against one another for cultural, racial, ethnic, or religious reasons. To cultivate safe and productive learning environments, teachers should be aware of any bias and work toward dissipating it. Teachers can also challenge the status quo by inspiring students to address social and school-based inequities that create unequal experiences for marginalized people. Students can be taught to recognize inequities in their classroom and community and use the classroom to discuss real problems their students identify.

Value Life Experiences

It’s important for educators to value their students’ experiences. Students bring unique perspectives to the classroom and can share their own stories or those of family members. Allowing students to share these experiences with their classmates can accomplish at least two goals: providing validation for the students who share similar experiences and introducing students to new perspectives. Teachers can also incorporate the history, values, and cultural knowledge of students’ home communities in the classroom instruction. This transformative practice validates students’ identities and communicates the importance of learning about others’ experiences.

Understand Student Learning Styles

Teachers can promote equitable learning by being aware of their students’ various learning styles, which can be influenced by their backgrounds and upbringing. Some students may be visual learners, others tactile learners or auditory learners. To embody what multicultural education is, teachers can vary their methods of instruction to reach all of their students. Teachers should design lessons that allow students to express their thoughts and experiences in their own voices. Teachers can encourage students to learn from one another’s experiences and ask questions that promote understanding.

Assign Multicultural Projects

Teachers can emphasize the importance of different cultural backgrounds represented in their classrooms through lessons and assignments. They can highlight different cultures in their curricula embedding the study of diverse cultures and peoples in their core academic content. All students can engage with this authentic reading, writing, and problem-solving experiences. Students can write about their family histories or interview family members. They can work with each other to learn about new cultures.

Benefits of Implementing Multicultural Education

Teachers who ask themselves “What is multicultural education?” can develop curricula around their students’ cultural backgrounds. Students in multicultural educational environments can learn how to value all cultures, bonding with peers over what makes them similar as well as what makes them unique. If students learn from a young age to be comfortable with differences, they are less likely to develop biases toward people of a different race or ethnicity. Ideally, they may become inclusive adults, free from racial or ethnic biases.

Implementing multicultural education benefits not only individual students but also society as a whole. Multicultural education has long-term benefits for students because those who learn to appreciate and value the cultural diversity of their peers will ideally grow up to be adults who likewise promote equality and justice.

Pursue a Master of Arts in Teaching or Master of Education in Education Policy and Leadership

To apply effective teaching practices with diverse student groups, teachers should understand how to create equitable learning environments and multicultural education classrooms. Teachers interested in implementing multicultural education techniques in their classrooms can pursue advanced degrees to understand how laws, policies, and leadership play a role in establishing curricula and coursework that positively impact students. Throughout their coursework, they can train as a classroom teacher through placement in an actual school setting. Teachers interested in honing their skills as multicultural educators can pursue a Master of Education in Education Leadership at American University, choosing from courses including Education Program and Policy Implementation and Educational Leadership and Organizational Change. The American University program prepares teachers to become leaders in education and gain insight into legal education policies and programs. They develop research skills to help organizations enact legal and economic policies.

Educators can also further their academic journeys by earning a Master of Arts in Teaching, choosing from courses such as Effective Teaching for Diverse Students and Theories of Educational Psychology and Human Development. They learn how to develop evidence-based coursework in order to help establish multicultural education classrooms.

Advance Your Career Today

American University’s School of Education prepares graduate students who want to transition to a career as a classroom teacher, students who are teaching assistants, and current teachers who want to earn an advanced degree while teaching. They learn how to create equitable and effective learning environments in which students from diverse backgrounds can flourish. Explore how American University’s Master of Arts in Teaching and Master of Education in Education Policy and Leadership degree programs can help you gain insight into what multicultural education is and further your goals as an educator.

Culturally Responsive Teaching Strategies: Importance, Benefits & Tips

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Transformational Leadership in Education

Classroom, “Pros & Cons of Multicultural Education”

The Edvocate, “6 Things That Educators Should Know about Multicultural Education”

The National Association for Multicultural Education, “Definitions of Multicultural Education”

National Center for Education Statistics, “Digest of Education Statistics”

National Center for Education Statistics, “English Language Learners in Public Schools”

Studies Weekly, “On Education: Creating a Better Multicultural Curriculum”

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Understanding Multicultural Education: Promoting Inclusivity, Acceptance, and Awareness

In our modern society, diversity is more prevalent than ever. Between globalization, migration, and technological advancements, we are constantly exposed to new perspectives, cultures, and identities.

In response to this shifting social landscape, educators have recognized the importance of incorporating multicultural education into schools. Multicultural education is an approach to teaching that embraces diversity, promotes inclusivity, and encourages students to develop a global perspective.

In this article, we explore what multicultural education is, its benefits, implementation strategies, criticisms, and relevance in today’s political climate. By the end of this article, readers will have a better understanding of why multicultural education is so important and how they can promote its principles in their own communities.

Defining Multicultural Education

Multicultural education is a philosophical approach to teaching that acknowledges the cultural diversity of students and values that diversity as a strength. The goal of multicultural education is not only to provide representation of different cultures, but also to actively challenge and dismantle systems of oppression and inequality.

One of the most critical elements of multicultural education is the incorporation of diverse perspectives, experiences, and histories into the curriculum. For example, a history class that only teaches a Eurocentric view of history neglects to teach the contributions, struggles, and experiences of other cultures and ethnic groups. This type of education reinforces the idea that some cultures are superior to others, perpetuating harmful stereotypes and discrimination.

Multicultural education also focuses on creating a safe and equitable learning environment for all students. It acknowledges that students come from diverse backgrounds, and encourages teachers to incorporate culturally responsive teaching practices that address the individual needs of each student.

Compared to traditional schooling, which focuses on a one-size-fits-all approach, multicultural education strives to personalize the learning experience for students and value their unique identities.

Benefits of Multicultural Education

Multicultural education has numerous benefits for students from all backgrounds. Not only does it promote an inclusive learning environment, but it also helps students develop a deeper understanding and appreciation for different cultures and perspectives.

One of the main benefits of multicultural education is that it promotes cultural awareness and acceptance. By teaching students about different cultures and encouraging them to learn from diverse perspectives, multicultural education can help students to recognize and challenge their own biases and prejudices. This is crucial for building strong relationships and fostering a community of respect and understanding.

Multicultural education can also help improve educational outcomes for students from diverse backgrounds. When students see themselves represented in the curriculum and feel valued in the classroom, they are more likely to engage in the learning process and achieve academic success. Research has shown that students who receive a multicultural education have higher GPAs, better attendance, and are more likely to graduate from high school and go on to pursue higher education.

Finally, multicultural education prepares students for the global community. As our world becomes more interconnected, it is vital that students learn how to engage with people from different backgrounds and cultures. Multicultural education promotes this type of global citizenship and encourages students to become active and engaged members of their communities.

Multicultural Education in Practice

While the principles of multicultural education may seem abstract, there are many real-life examples of its implementation around the world. For example, schools in Canada have introduced the “Aboriginal Studies” program, which teaches students about Indigenous history and culture. In the United States, there are schools that have incorporated hip-hop into the curriculum as a way to teach African American history and culture.

Overall, schools that incorporate multicultural education strategies focus on creating a safe and equitable learning environment for all students. This means nurturing an open and accepting classroom culture, incorporating diverse perspectives and histories into the curriculum, and providing opportunities for students to engage with their communities and the wider world.

The implementation of multicultural education in schools is not without its challenges, however. Resistance from students, parents, and even teachers can be a roadblock to its implementation. Additionally, the lack of diversity among teachers and administrators can hinder efforts to create inclusive and culturally responsive classrooms.

Multicultural Education for Teachers

Teachers play a critical role in incorporating multicultural education into their classrooms. Here are some practical tips and strategies for teachers to promote multicultural education in their own classrooms:

• Integrate diverse perspectives and histories into lesson plans and curriculum.
• Create a culturally responsive classroom environment that values diversity and encourages open dialogue.
• Provide opportunities for students to learn from and interact with people from different cultures and backgrounds.
• Encourage students to reflect on their own biases and prejudices.
• Be open to learning from the diverse perspectives and experiences of your students.

It’s also important for teachers to be aware of potential challenges they may face when incorporating multicultural education into their classrooms. Some common challenges include a lack of resources or training, resistance from students or parents, and a lack of diversity among staff and students. Overcoming these challenges requires patience, flexibility, and an open-minded approach to teaching.

Criticisms of Multicultural Education

Despite its numerous benefits, multicultural education has faced criticism from some who argue that it promotes division or confusion. Specifically, critics have argued that multicultural education teaches students to focus on their differences rather than their similarities, and can lead to a fragmented or disjointed sense of identity.

Another criticism of multicultural education is that it neglects to teach foundational skills or academic knowledge in favor of cultural knowledge. However, proponents of multicultural education argue that it is not an either/or proposition and that students can learn both academic knowledge and cultural knowledge simultaneously.

Finally, there is debate over whether multicultural education should be mandatory in schools. Some argue that it is the responsibility of parents and communities, not schools, to teach cultural and moral values. Others argue that multicultural education is a critical component for creating an equitable and accepting society, and should therefore be mandatory in all schools.

Despite the criticisms of multicultural education, it remains an important and relevant approach to teaching in our modern, diverse world.

Multicultural Education in Today’s Political Climate

In the current political climate, there is a growing need for multicultural education. From rising xenophobia to increased incidents of hate crimes, it is clear that we need to do more to promote acceptance and inclusivity in our communities.

Multicultural education has the potential to combat discrimination and promote equality by providing students with the tools they need to engage in constructive dialogue and become thoughtful and empathetic members of their communities. As such, it is a critical component for creating a more just and equitable society.

Multicultural education is an approach to teaching that values diversity, promotes inclusivity, and encourages students to develop a global perspective. It provides numerous benefits for students from all backgrounds, including promoting cultural awareness, improving educational outcomes, and preparing students for the global community. Despite its challenges and criticisms, it remains an important and relevant approach to teaching in our modern world. By implementing multicultural education strategies in our communities and classrooms, we can promote acceptance, inclusivity, and awareness, and create a more equitable and just society for all.

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Multicultural Education: Examples and Definition

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Multicultural education strives to help students understand the varied histories, traditions, values, and contributions of different cultural groups .

While multicultural education focused on culture, its intersectional focus often means teachers also apply the same inclusive approach to gender, ethnicity, race, SES demographics, disabilities, and sexual identity.

Multicultural education should not take place on one day per year, but rather, should be integrated into everyday lessons and behaviors in the classroom.

Multicultural Education Definition and Goals

The goal is for students to develop a more open, respectful, and tolerant perspective regarding others who are different from themselves.

Banks and Banks (2001) explain that:

“…the term multicultural education describes a wide variety of programs and practices related to educational equity, women, ethnic groups, language minorities, low-income groups, and people with disabilities” (p. 6).

The National Association for Multicultural Education ( NAME ) offers a more comprehensive description of multicultural education as a:

“…philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations” (National Association of Multicultural Education, 2011).

Multicultural Education Examples

• Diverse cultural representation in texts: When Gabriella is looking for books about the family for her preschoolers, she tries to find ones that include illustrations of people from diverse backgrounds.
• Multiple viewpoints: Mrs. Abrhams is aware that there are multiple different cultural understandings of the one topic in her class, so she presents a variety of cultural perspectives for the class to discuss.
• Inclusive narratives: Dr. Jamison has students in her university drama course put on short plays that depict the traditional customs of various cultures who live in the area.
• Diverse role models : Each month, Mrs. Jones invites professionals to speak to her third-grade class about their careers. She always makes sure that she invites people from various ethnic backgrounds.
• Studying civil rights : Students in this social studies class work in small groups to design an infographic about the Civil Rights movement.
• Explicit cultural learning: Every month, a primary school holds a Culture Week festival. Students wear appropriate clothing, learn types of traditional dances, and the cafeteria serves food that is representative of that culture.  
• Studying history: Mr. Gonzalez often shows documentaries that depict how different immigrant populations have struggled to gain acceptance in the USA over the last two-hundred-plus years.
• Overt dislpays of cultural diversity: Each wall in Mr. Mark’s first-grade classroom contains photos and display objects related to different ethnic groups. 
• Anti-racism training: One school district has mandated that all high-school students take anti-racism training.
• Culturally sensitive teaching: Mrs. Jorgenson is aware that she has children in her class of varying cultural identities . Their cultures have different taboos and norms to her own. In order to promote a safe multicultural classroom, she chooses to respect and value her students’ cultural norms and is careful not to marginalize their viewpoints.

Case Studies

1. study abroad exchange programs.

A study abroad exchange program is a cooperative agreement between two universities in different countries. Students from each university travel to the other to live and study. The course credits earned at the foreign university transfer to the students’ home university. Programs can last anywhere from a few weeks to an entire academic year.

Studying abroad is a great way to experience multicultural education. Instead of writing a short drama about a different culture, students hop on a plane and live in one.

Living every day in a foreign country for months is the kind of immersive experience that can be truly transforming. The experience can shake-up a person’s existing conceptions of the world and lead them down a path of personal discovery and growth.

Of course, culture shock is likely to occur, which may not always be pleasant, but is always educational. Most people go through stages of culture shock that end on a positive note.

2. Children’s Books

Implementing multicultural education at an early age gets young learners started on the right path. Young children are more open-minded and flexible in their understanding of the world. As we get older, we tend to become set in our ways and less pliable.

Reading books to children that have multicultural themes is one great way to introduce children to the concept of the world being a diverse place that contains people that look and talk differently from ourselves (see also: cultural pluralism ).

Fortunately, there are a lot of children’s books available to teachers and parents. These books often have illustrations that depict people of different color and cultural backgrounds. Young learners might not yet be capable of understanding abstract concepts, so exposing them to concrete examples such as illustrations is a great first step.

Here are a few links to read aloud books for multicultural education.

• We All Sing with The Same Voice read aloud version and original Sesame Street version .
• We’re Different, We’re the Same read aloud .
• Diversity Makes Us Stronger read aloud .

3. Classroom Strategies for Fostering Diversity   

There are many ways that teachers can foster diversity among students. Usually, the first thing that comes to mind involves an instructional approach such as a book or video that addresses diversity. Those are perfectly acceptable and effective. Here are a few additional strategies to consider. 

The first step is for the teacher to get to know their students, where they come from, their history, and key values of their culture.

Group work will help break the ice for students that are new or unfamiliar with the culture of their new school. This gives students an opportunity to work towards a common goal and maybe form friendships.

Teachers need to lead by example and show cultural sensitivity. This includes speaking to all students from all backgrounds with respect and sincerity.

Involve families that are new to the country. Start with a get-to-know each-other meeting. Then, make a special effort to invite them to school functions. Let them know their child’s teacher is a culturally aware professional.

4. Creating a Multicultural Kindergarten Classroom

Very young learners need to learn about multiculturalism through concrete strategies. Having abstract discussions about diversity is not going to work.

Teachers can introduce students to multicultural concepts early on by filling the classroom with objects that represent diversity. Creating a multicultural kindergarten classroom has never been easier.

Here are a few links to resources to get started.

• Diversity Dolls: kindergarten age children love to play with dolls and figurines. Seeing others with varying skin tones and hair styles will help them be more accepting of people in real life.
• Wall Posters: wall posters and border strips that show different cultures or depict people from different backgrounds helps create an immersive environment.
• Toy Foods: food plays a central role in most cultures. Teachers can give their students an opportunity to play with food from Japan, Italy, and Mexico.
• Games: This memory-matching game depicts people from a wide range of ethnicities and cultural backgrounds .

5. Diversity Bingo

Bingo is a simple game that kids love to play. It can be especially useful for young learners because the rules are simple to follow, and the word “game” makes them instantly interested. It is also a very flexible activity that can be modified to suit many subjects.

Diversity Bingo teaches children about different cultures from around the world. The students can learn about different types of musical instruments, food, or clothing.

The first step is to create the bingo cards. You can do that in Word, or online. Then, search for different images of the objects you want the children to learn about, download and insert them on the bingo card. Make a set of larger cards that contain each image separately so you can show it to the class.

The kids will need something to place over the image on their cards, such as small plastic chips.

After the teacher shows a card and the kids put a chip on their cards, the teacher can then ask the class questions, such as what is the name of the object and what culture it belongs to.

Benefits of Multicultural Education

1. promotes personal growth.

When students learn about the customs, beliefs, and values of other cultures, it helps them grow on a personal level.

They become more well-rounded human beings by learning about the world that exists outside their native borders.

Students will also gain an understanding of how their own upbringing has shaped their personal values and beliefs.

This can lead to deeper insights into one’s own personality and character. The better a person understands themselves, the stronger they become, psychologically and socially.

2. Leads to Unique Solutions

Sometimes being aware of how things are done in another culture can show us how to solve problems at home.

Different countries may have different approaches to a particular problem that offer insights into how to solve those matters more effectively or more efficiently.

Often times we can get stuck into thinking that there is only one way to handle a situation. Multicultural education can open our minds to alternative perspectives. On occasion, that might actually lead to not seeing the matter as a problem at all, just a different way that does not have the impending negative outcomes that we once dreaded.

3. Inspires Cultural Convergence

When we learn about other cultures, an amazing thing can happen; we can integrate elements of that culture into our own.

The process works both ways of course. This type of cultural blending , where two cultures exchange ideas or traditions, makes each culture more dynamic and rich.

There are many examples of this in American culture , which is a very diverse nation.

The Irish immigrants brought great storytelling and drive to the U. S. The Italians brought great food and a passion that produces some of the greatest sports coaches in U. S. history.

Immigrants from south of the border have added to the cuisine and musical dynamics of the country that people enjoy daily.

Multicultural education makes a culture multidimensional.

See Also: Convergence Theory

4. Social advancement through education

When social scientists look back on history, they often find ways of thinking that we consider absurd today.

There are so many examples: the belief that women should not be allowed to vote; the practice of slavery; the notion that all students must learn the same way.

However, as we learn about different ethnic, gender, and racial groups, barriers are destroyed. Although the process is sometimes slow and painful, ultimately, progress is achieved.

As a result, society becomes more enlightened. This is the path that history reveals most cultures take as they evolve over time.

Multicultural education is essential for any society to evolve and be part of a modern globalized world. This means that teachers need to design and integrate lessons and activities that help students learn about different cultures.

When students understand the values and beliefs of other people, they become more tolerant and understanding. This is the basis for a peaceful society that is pluralistic and diverse.

Multicultural education can be implemented by incorporating books about diversity, creating an immersive classroom environment, or games that help teach about diversity and culture.

Banks, J. A., & Banks, C. A. M. (2001). Multicultural education: Issues and perspectives. 4th ed: John Wiley.

Erbaş, Y. (2018). The Pros, Cons and Necessity of Multicultural Education. Conference: X. Uluslararası Eğitim Araştırmaları Kongresi,150-165.

National Association of Multicultural Education (2011). Definitions of multicultural education. (2023). Retrieved from https://www.nameorg.org/definitions_of_multicultural_e.php

Ogletree, Q., & Larke, P. J. (2010). Implementing multicultural practices in early childhood education. National Forum of Multicultural Issues Journal, 7 (1), 1-9.

Ozturgut, O. (2011). Understanding multicultural education. Current Issues in Education, 14(2). 1-11.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

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Expert Commentary

Multicultural education: How schools teach it and where educators say it falls short

Below, we provide a sampling of academic research that looks at how multicultural education has changed in recent decades and inconsistencies in the way today’s teachers teach it.

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by Denise-Marie Ordway, The Journalist's Resource January 25, 2021

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As American public schools have grown more diverse, educators have introduced multicultural education programs to help kids understand and appreciate the differences among them — differences in terms of race, religion, socioeconomic status, sexual identity and other personal characteristics.

Multicultural education, broadly, is a range of strategies educators use to help students “develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups,” according to the nonprofit National Association for Multicultural Education .

These programs, which vary by state and even within individual school districts, “should directly address issues of racism, sexism, classism, linguicism, ableism, ageism, heterosexism, religious intolerance, and xenophobia,” the association explains on its website. One goal of multicultural education is developing the attitudes, knowledge and skills students need to function in different cultures and join a global workforce.

Below, we provide a sampling of academic research that looks at how multicultural education has changed in recent decades and inconsistencies in the way today’s teachers teach it. We also included studies that reveal problems in how U.S. colleges and universities train teachers to do this work.

At the bottom of this page, we added a list of resources to help journalists better understand and contextualize the issue, including federal data on how student and teacher demographics have changed over time and links to organizations with expertise in multicultural education.

It’s important to note there are significant differences between multicultural education and anti-racist education — two types of education discussed with greater frequency in recent years. Unlike multicultural education, anti-racism education focuses on race and race-related issues. Anti-racist teachers “create a curriculum with black students in mind” and “view the success of black students as central to the success of their own teaching,” Pirette McKamey, the first Black principal of Mission High School in San Francisco, writes in The Atlantic .

Many educators and researchers argue that schools serving predominantly white communities benefit tremendously from multicultural education. Sheldon Eakins , a former teacher and school principal who founded the Leading Equity Center, writes about this for the Cult of Pedagogy website:

“It’s not uncommon for White people to say, Oh, I’m just White. I don’t have a culture . We need to teach our White students about what their cultural background is and their ethnic backgrounds so they can understand and think about their language and religions going back to their ancestry. Lessons on their culture may help them start to understand how privilege and White supremacy began.”

At the same time, Eakins and others, including education professor Wayne Au of the University of Washington Bothell, have criticized multicultural education for falling short in preparing youth to confront and dismantle racism.

“Yes, multicultural education is important, but in the face of the hateful violence being visited on so many of our students and communities, it is simply not enough,” Au writes in a paper published in Multicultural Perspectives in 2017.

A brief history of multicultural education

Thirty Years of Scholarship in Multicultural Education Thandeka K. Chapman and Carl A. Grant. Gender & Class Journal , 2010.

This paper offers a broad overview of what multicultural education is in the U.S. and how it changed over three decades. The authors rely on academic research to chronicle the trend, beginning in the 1960s, when scholars argued that the histories and contributions of people of color should be part of the public school curriculum.

Thandeka Chapman , a professor of education studies at the University of California, San Diego, and Carl Grant , a professor of curriculum and instruction at the University of Wisconsin-Madison, explain how multicultural education evolved to include discussions about gender, physical disabilities, age and sexual identity and orientation.

The authors also describe how critics of the trend actually helped it.

“Advocates used these attacks to develop more meaningful and appropriate ways to help teachers and students in classrooms,” Chapman and Grant write. “These criticisms of MCE [multicultural education] have further advanced discussions of equity, equality, and social justice in ways that would not be possible if opponents had remained silent.”

Challenges in teaching multicultural education

Multicultural Education and the Protection of Whiteness Angelina E. Castagno. American Journal of Education , November 2013.

In this yearlong study, the author spotlights problems in the way an urban Utah school district teaches multicultural education. She finds that instead of dismantling “whiteness” — she defines this as “structural arrangements and ideologies of racial dominance within the United States” — multicultural education, as offered in this school district, protects it.

Angelina E. Castagno , an associate professor of educational leadership and foundations at Northern Arizona University, writes that her findings should not be surprising considering the teachers she observed and interviewed “were predominantly White, middle-class individuals who, for the most part, have little reason to disrupt the status quo and the current relations of power.”

“Most educators are well intentioned and want what is best for their students, but whiteness is protected despite (and sometimes through) even the best intentions,” Castagno writes. “Part of the problem is that most educators are not aware of whiteness. But in addition to this lack of awareness, most educators are also invested in the status quo of whiteness.”

She notes the importance of getting a better understanding of how teachers are teaching the topic.

“All teachers, administrators, multicultural education scholars, and teacher/administrator educators need a better understanding and awareness of how multicultural education is understood by teachers in schools across the country,” Castagno writes. “While there is much research highlighting the efforts of some teachers who seem to have embraced more critical forms of multicultural education, these teachers probably do not represent the majority of teachers in most schools.”

Problems in how colleges train teachers

Supporting Critical Multicultural Teacher Educators: Transformative Teaching, Social Justice Education, and Perceptions of Institutional Support Paul C. Gorski and Gillian Parekh. Intercultural Education , 2020.

This study looks at how college instructors teach multicultural education to students in the U.S. and Canada who are studying to become schoolteachers. It finds that college instructors who teach a more conservative version of multicultural education perceive their higher education institution to be more supportive of their work.

The researchers analyze data collected from a survey of 186 people who teach multicultural education to future teachers, conducted in 2015 and 2016. Researchers recruited participants by reaching out to instructors individually and by posting invitations on social media platforms used by instructors. About 90% of survey participants taught at institutions in the U.S.

Instructors answered questions related to the ideological approach they took in their multicultural teacher education courses — whether they took a conservative, liberal and critical approach.

The authors explain that the conservative form of multicultural teacher education, or MTE, “is assimilationist; it prepares teachers to help marginalized students conform to ‘mainstream culture and its attending values, mores, and norms.’” Meanwhile, liberal MTE “prepares teachers to celebrate diversity but, like conservative MTE, fails to prepare them to understand or respond to ways power and inequity are wielded in schools,” write Paul Gorski , founder of the Equity Literacy Institute, and Gillian Parekh , an assistant professor of education at York University. “Critical MTE prepares teachers to participate in the reconstruction of schools by advocating equity, confronting issues of power and privilege, and disrupting oppressive policies and practices.”

Gorski and Parekh find that multicultural teacher education classes “tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity.” That might be because instructors believe their institutions are less supportive of courses that take a critical approach, the researchers write.

“Our results indicate that multicultural teacher educators’ perceptions regarding whether the values they teach in their MTE courses are supported by their institutions is correlated with the criticality with which they design and teach those courses,” Gorski and Parekh write.

Instructors who take a conservative approach “pose no real threat to the injustices MTE ought to disrupt, perceive significantly greater institutional support for the values they teach in their MTE courses,” according to the authors. “Contrarily, those who employ a critical approach perceive significantly less institutional support.”

What We’re Teaching Teachers: An Analysis of Multicultural Teacher Education Coursework Syllabi Paul C. Gorski. Teaching and Teacher Education , 2008.

This study, which Gorski also authored, looks at course syllabi to see how U.S. colleges were teaching multicultural education to future teachers. Even though it is an older study, it offers insights into how colleges approached the issue at the time. The gist of Gorski’s findings: “The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity.”

Gorski analyzed 45 class syllabi from college courses designed to train teachers in multicultural education. Of them, 30 were undergraduate courses and 15 were graduate courses. Gorski finds that “only twelve syllabi (26.7%) seemed designed to prepare teachers to be what might be called authentic multicultural educators.”

Social Foundations and Multicultural Education Course Requirements in Teacher Preparation Programs in the United States Richard Neumann. Educational Foundations , Summer-Fall 2010.

In this study, Richard Neumann , a professor of education at San Diego State University, looks at whether teacher colleges in the U.S. require students to complete coursework in multicultural education. The key takeaway: At the time, fewer than half of the 302 universities studied required students wanting to become teachers to take a course in multicultural education.

Among programs that train students to work as elementary school teachers, 45% required at least one course in multicultural education. For programs that train secondary school teachers, 45% required students to complete at least one multicultural education course. Neumann learned that a larger percentage of public university programs required a multicultural education course than did programs offered at private universities.

Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator Paul C. Gorski, Shannon N. Davis and Abigail Reiter. Multicultural Perspectives , 2012.

This paper looks at which educators feel most qualified to teach multicultural education to students studying to become teachers. The analysis, based on a survey of 75 college instructors, indicates that Black educators tend to feel less qualified to teach multicultural teacher education courses than their counterparts of other races and ethnicities.

Heterosexual educators felt more qualified to teach multicultural teacher education courses than their LGBTQ counterparts, according to the paper, of which Gorski is the lead author. The other two authors are Shannon N. Davis , director of the PhD program in sociology at George Mason University, and Abigail Reiter , an assistant professor in the sociology and criminal justice department of the University of North Carolina at Pembroke.

The study also indicates that instructors’ experience working in schools — as elementary, middle or high school teachers — or their work as education activists “had no significant influence on their feelings of being qualified to teach MTE [multicultural teacher education] courses.”

Key resources

• This May 2020 report from the National Center for Education Statistics shows how student demographics have changed over time and are predicted to change by 2029.
• This February 2019 report from NCES finds that in fall 2015, the majority of white public school students were enrolled at schools where minority students comprised 25% or less of the student population.
• This September 2020 report from NCES examines public school teacher demographics. More than three-fourths of teachers working in U.S. public schools — 79% — were white as of 2017-18, the most recent academic year for which the federal government has complete data.
• Here is a list of the country’s top education schools , ranked by U.S. News & World Report .
• Kansas State University’s Tilford Group is a research organization that focuses on multicultural education.
• The National Education Association , one of the nation’s largest teacher unions, offers educators various types of training through its Center for Social Justice .
• The nonprofit National Association for Multicultural Education provides a range of relevant resources. The organization’s president is Lisa Zagumny , who also is the dean and director of doctoral studies at Tennessee Technological University’s College of Education.

About The Author

Denise-Marie Ordway

Multicultural Education: Importance and Implementation in Classrooms

Multicultural education is one of the most significant issues facing communities, countries, and states at this time. Why? Mainly because these are times of diversity, as well as times of inequality, segregation, and cultural domination. And culture is important, both positively and negatively.

This article will provide you with a well-rounded view of this topic and what it means in the education system.

What is Multicultural Education?

Educators use multicultural education to promote tolerance, appreciation for diversity, and respect for others.

Multicultural education also aims to prepare graduates who can function adequately as citizens in a diverse society and promote tolerance and understanding. 

How Does Multicultural Education Work?

It is a process through which educators intentionally expose students to other cultures through a variety of experiences. This may include artwork, music, and books, as well as encounters with other individuals. 

Another one is about how teachers and students can rethink their own identity when experiencing “being different”.

Why is Multicultural Education Important?

1. become more, tolerant and accepting of diversity.

Multicultural education is an educational process that enhances the social awareness of students with different cultural backgrounds.

2. Develop an appreciation of and respect for cultural differences

It is both a process and outcome of learning, for learners, educators, and wider community members. It promotes the valuation of multiculturalism and helps to build harmonious intercultural relationships that respect human rights and social justice.

3. Diversity training for teachers

Multicultural education is a concept that aims to make sure all students are treated equally, regardless of their race, ethnicity, religion, or national origin.

4. Multicultural education can help reduce prejudice and discrimination

Multicultural education can help reduce prejudice and discrimination. In such programs, children are exposed to people of all ages, genders, ethnicities, faiths, and cultural backgrounds, which will help them to feel more at ease in society. 

5. To ensure equitable educational opportunities for all children in a multicultural world

Multicultural education allows the common-sense assumption that human beings are various to be taken up as a basic principle. 

Cultural, ethnic, linguistic, and socioeconomic differences should not be sources of inequity in the classroom but instead used as a positive resource to build community.

The goal is not assimilation but coexistence where every child’s heritage and cultural integrity are valued.

In What Ways Can Schools Integrate Multicultural Education Into Their Curriculum?

Create an inclusive classroom.

Relationships with people of different cultures are very important. You can learn about their culture, as well as how to make others feel comfortable around you.

Besides, students will not concentrate on the curriculum if they feel uncomfortable in any aspect of the classroom. Also, it is important to realize that all interpretations of a culture are not the same. Everyone interprets culture differently.

Assign multicultural projects and celebrate diversity

These projects provide a good forum for different cultures to be discussed in the class equally. Students who learn about different cultures in the classroom will be more accepting of others and have higher self-esteem.

Understand students’ learning styles

Educators have long known the importance of teaching in varied ways for all students to understand topics well.

Each group learns differently and benefits from different types of instructional strategies or teaching methods. When teachers know these styles they can give the right directions to reach their students.

Instill curiosity in the students 

A learning environment should be conducive to motivation. This is especially important for children in the early years when curiosity is encouraged.

By finding unique ways to motivate students to learn , teachers can ensure that they remain positive about education.

By incorporating events, themes, and materials that celebrate multiculturalism

By exploring a multitude of topics and genres through the lens of culture and ethnicity, schools can begin to provide a more informed, sensitive, and open-minded education.

When schools celebrate different cultures and their contributions to society, they help create an inclusive environment that values diverse ethnicities.

Through field trips and real-life experiences outside the classroom

Multicultural education aims to understand, appreciate, and respect students of diverse racial and cultural backgrounds.

Through field trips and real-life experiences, teachers have the opportunity to capture students’ interest in learning about other cultures. 

There’s nothing quite like bringing back pictures for the classroom that show your kids what it’s like to be a part of a diverse community.

Ensure information is accurate and unbiased

Teach students to think critically and embrace alternative views.

When educators want to teach multicultural education topics, they can begin by developing a multicultural orientation and sense of identity within their students. 

To do this, they need to foster the willingness to discuss controversial topics and issues like immigration, racism, and socio-economic inequality. They also need to teach their students to think critically about different viewpoints.

What Are the Common Materials Used to Teach Multicultural Education?

Multicultural education will be enabled in various ways. Each teacher’s experience is different, as well as the time they will take to go over multicultural issues with their students. However, the following are some materials that may help to teach multicultural education:

However, it is a great challenge to teach multicultural education, but with the right techniques and materials, the rewards are very high.

Currently, there are not many materials and techniques that address multicultural education in depth. I do hope that in time, more materials and techniques will be developed to address this growing need. 

Multicultural Education: What Does it Accomplish?

Multicultural education is empowering for students of different backgrounds and values- it provides equality for all. Thus, the result of multicultural education is better-educated students with more well-rounded personal identities.

Which is more important, diversity or unity?

In my view, both are important and contribute to society in their own way. Diversity makes things interesting, while unity keeps things intelligible and organized.

Why should people become familiar with other cultures in the first place?

By becoming familiar with other cultures, people will have a deeper understanding of the varieties of different human beings.

Who will benefit from multicultural education?

Multicultural education is appropriate for everyone, from school children to adults. Its primary benefit is that it adds a greater appreciation for other cultures to the participant’s worldview, thereby becoming a more considerate member of society.

To achieve this, people need to get out of their comfort zones and learn about other cultures.

Final Thoughts

My advice and recommendation are that teachers should include multicultural education and activities in their curriculum. There are many benefits that multicultural education can provide for learners. First, multicultural awareness leads to cultural capital. 

Furthermore, it broadens young minds and enables them to understand others’ ideas, values, and experiences.

The presence of multicultural education will benefit many areas of an institution, especially those related to cultural sensitivity and the instigation of acceptance in classrooms.

Finally, I want to remind parents that multicultural education does not stop in schools.

Parents have a role to play in a child’s education. Learn more by reading the article on why parietal involvement is important in a child’s education . 

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The Impact of Multicultural Education in Schools

Discover the importance of multicultural education in promoting diversity, equity, and inclusion within educational environments. Learn practical strategies to enhance teaching practices.

Unlocking the Power of Multicultural Education

In today's diverse world, multicultural education plays a pivotal role in creating inclusive and equitable learning spaces. Embracing multicultural perspectives not only enriches students' educational experiences but also cultivates respect for different cultures and backgrounds. By incorporating diverse voices and narratives into the curriculum, educators can empower students to become global citizens who appreciate and celebrate differences.

Multicultural education is more than just a buzzword; it is a fundamental aspect of creating a welcoming and inclusive school environment. By acknowledging and valuing students' diverse backgrounds, educators can foster a sense of belonging and acceptance among all learners. Embracing diversity in the classroom not only enhances students' academic achievements but also nurtures empathy and understanding.

Integrating multicultural perspectives into teaching practices can spark meaningful discussions and broaden students' perspectives. By exposing learners to a variety of cultural viewpoints, educators can challenge stereotypes and promote critical thinking skills. Embracing diversity in education prepares students to thrive in a globalized world where intercultural competence is essential for success.

Furthermore, multicultural education equips students with the tools to navigate complex social issues and advocate for social justice. By exploring different cultural traditions and histories, learners develop a deeper appreciation for the richness of human experiences. Educators who prioritize multicultural education empower students to become agents of change who champion equity and inclusivity in their communities.

In conclusion, the impact of multicultural education extends far beyond the classroom, shaping students into empathetic and culturally competent individuals. By embracing diversity and inclusion in educational settings, educators lay the foundation for a more equitable and harmonious society. Let us continue to celebrate the power of multicultural education in nurturing future generations of compassionate and globally aware citizens.

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Teaching in a Multicultural Classroom: Embracing Diversity and Creating Inclusive Learning Environments

Teaching in a multicultural classroom is a rewarding yet challenging experience. This article explores the importance of embracing diversity and creating inclusive learning environments. From fostering cultural awareness to promoting equity and celebrating differences, educators will discover practical strategies to effectively navigate and thrive in a multicultural educational setting.

1. Foster Cultural Awareness

One of the key aspects of teaching in a multicultural classroom is fostering cultural awareness among students. Encourage open discussions about different cultures, traditions, and perspectives. Incorporate multicultural literature, music, and art into your lessons to expose students to diverse experiences. Use resources like Teaching Tolerance and TED Talks on Diversity to explore important topics and spark meaningful conversations.

2. Create an Inclusive Classroom Environment

An inclusive classroom environment is essential for students to feel valued and respected. Establish clear expectations for respectful behavior and address any instances of discrimination or bias immediately. Encourage collaboration and teamwork among students of different backgrounds. Provide opportunities for students to share their experiences and perspectives. Consider implementing a classroom charter that emphasizes inclusivity, respect, and empathy.

3. Adapt Instruction to Different Learning Styles

Students in a multicultural classroom may have different learning styles and preferences. As an educator, it's important to accommodate these differences and provide a variety of instructional approaches. Use a combination of visual, auditory, and kinesthetic activities to engage students. Incorporate technology tools and resources that support diverse learning styles. Differentiate instruction to meet the needs of individual students, considering their cultural backgrounds and learning preferences.

4. Promote Equity and Fairness

Ensure that all students have equal opportunities for success by promoting equity and fairness in the classroom. Be mindful of biases and stereotypes in instructional materials and address them appropriately. Provide equal access to resources, materials, and technology. Implement assessment practices that are fair and unbiased, considering cultural differences. Advocate for equitable policies and procedures within the school community.

5. Celebrate Differences and Cultural Contributions

Encourage students to celebrate and appreciate the diverse cultures represented in the classroom. Organize multicultural events, where students can share their traditions, food, music, and dances with their peers. Create displays that showcase cultural artifacts and contributions. Invite guest speakers from various backgrounds to share their experiences. By celebrating differences, students develop a sense of pride in their own culture and learn to value and respect others.

Teaching in a multicultural classroom requires educators to be sensitive, adaptable, and committed to creating inclusive learning environments. By fostering cultural awareness, promoting equity, and celebrating differences, educators can create classrooms where all students feel valued, respected, and empowered to succeed.

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What is Multicultural Education? Benefits & Examples of  M.Edu

By Teach Educator

Published on: July 25, 2024

Multicultural Education

Multicultural Education is an approach to teaching and learning. That recognizes and values the cultural diversity of students. And aims to promote inclusivity, equity, and social justice within educational settings. The primary goal of multicultural education is to provide all students, regardless of their cultural background. With an equitable and enriching educational experience that prepares them to thrive in a diverse and interconnected world.

Key principles and components of multicultural education include:

• Recognition of Cultural Diversity: Multicultural education acknowledges the existence of diverse cultural groups within society and within the classroom. It values the contributions of different cultures and seeks to foster an environment. Where students’ cultural backgrounds are respected and celebrated.
• Inclusive Curriculum: Multicultural education involves incorporating diverse perspectives, voices, and experiences into the curriculum. This includes studying literature, history, and other subjects from various cultural viewpoints and including the contributions of historically marginalized groups.
• Equity and Social Justice: It emphasizes the importance of addressing social inequalities. And advocating for justice within and beyond the classroom. This may involve discussions about privilege, discrimination, and social issues to promote critical thinking and social awareness.
• Cultural Competence: Multicultural education encourages educators to develop cultural competence. Which means having the knowledge, skills, and attitudes necessary to effectively teach and interact with students from diverse backgrounds. This includes understanding cultural differences, communication styles, and learning preferences.

More Read…

• Inclusive Teaching Methods: Teachers are encouraged to use instructional strategies. That caters to the diverse learning needs and preferences of their students. This might involve using diverse teaching materials, group work, and differentiated instruction.
• Promotion of Positive Interactions: Multicultural education fosters positive interactions among students from different backgrounds. It promotes tolerance, empathy, and the ability to work collaboratively with people from diverse cultures.
• Critical Thinking: Students are encouraged to critically examine cultural stereotypes, biases, and prejudices. They learn to think critically about the information they encounter and develop a more nuanced understanding of the world.
• Community and Parent Involvement: Schools often engage with parents and the broader community to create a more inclusive and culturally responsive learning environment. This collaboration can help ensure that students’ cultural needs are met both in and outside of the classroom.

Benefits & Examples of  Multicultural Education

Multicultural education offers numerous benefits for both students and society as a whole. Here are some of the key advantages of multicultural education, along with examples illustrating how it can be implemented:

Benefits of Multicultural Education:

• Promotes Diversity and Inclusion: Multicultural education fosters an inclusive learning environment. These students from various cultural backgrounds feel valued and respected. It promotes the idea that diversity is a strength rather than a limitation.
• Enhances Cultural Awareness: Students gain a deeper understanding and appreciation of their own cultural heritage. As well as the cultures of their classmates. This awareness can lead to greater cultural sensitivity and empathy.
• Reduces Prejudice and Stereotyping: Multicultural education challenges stereotypes and biases by encouraging critical thinking and discussions about cultural differences. It helps break down prejudices and promotes more open-minded attitudes.
• Prepares Students for a Globalized World: In an increasingly interconnected world, multicultural education equips students with the skills and knowledge. They need to interact and collaborate with people from diverse backgrounds in both local and global contexts.
• Improved Academic Achievement: Studies have shown that when students see their own culture reflected in the curriculum. When they feel valued and included, their academic performance tends to improve.
• Cultural Competence: Multicultural education helps students develop cultural competence, which is an essential skill in today’s diverse workplaces and communities. This competence includes the ability to communicate effectively with people from different backgrounds and navigate culturally diverse environments.
• Enhanced Critical Thinking: Examining different cultures and experiences encourages critical thinking. Students learn to question assumptions, analyze information critically, and develop a more well-rounded understanding of complex issues.

Examples of Multicultural Education:

• Incorporating Diverse Literature: Teachers can include literature from various cultural backgrounds in their reading lists. For instance, reading novels, short stories, and poetry by authors from different countries. Cultures expose students to a wide range of perspectives and voices.
• Cultural Celebrations: Schools can host cultural events and celebrations. That showcases the traditions, food, music, and art of different cultures within the school community. These events can promote cultural exchange and understanding.
• Diverse History Curriculum: Expanding the history curriculum to include the histories and contributions of different cultural groups is essential. For example, teaching about the civil rights movement alongside the struggles and achievements of indigenous peoples and immigrant communities.
• Guest Speakers and Cultural Experts: Inviting guest speakers or cultural experts from various backgrounds to share their experiences. And knowledge can provide students with firsthand insights into different cultures.
• Multilingual Education: Offering language courses in languages spoken by students within the school community. Offering foreign language courses can be part of multicultural education. Learning a new language also exposes students to different cultures.
• Service Learning Projects: Encouraging students to engage in service learning projects. That address issues faced by marginalized communities can be a practical way to connect classroom learning to real-world issues related to social justice and equity.
• Cross-Cultural Dialogue and Discussions: Facilitating classroom discussions and activities that encourage students to share their cultural experiences, beliefs, and traditions can promote mutual understanding and empathy among classmates.
• Diverse Visual Arts and Music: Incorporating art and music from various cultures into the curriculum can help students appreciate the richness of artistic expression across different societies.

Final Words

Multicultural Education is not just about acknowledging cultural diversity; it’s about leveraging diversity as a valuable educational resource. By doing so, it prepares students to become informed, empathetic, and culturally competent individuals. Who can contribute positively to a globalized society? Incorporating these examples into educational practices can help create a more inclusive and enriching learning environment. That prepares students for a diverse and interconnected world.

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Multiculturalism in Education Essay (Critical Writing)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The question, Hypothesis, and Purpose

Review of the literature, methodology and results, reliability, validity, and limitations.

Tonbuloglu, Aslan, and Aydin (2016) conducted research focused on multiculturalism in education. The authors engaged teachers, as they are held responsible in regards to matters that pertain to the environments of learning, to correct stated negative views. The abstract is well-written and gives a summary of the research. The reader is able to understand the critical details about the research study from the abstract.

The general flow of the research is also good. Additionally, the work is detailed with facts and verifiable sources and facts. The article is well-written as the researchers provide a clear definition of terms, making it easier for non-technical readers to still understand the research. The researchers give details on multiculturalism and race and age, proposing that even within one race, one can find several types of cultures.

This study was well-written. The purpose of the identified study was to determine the nature of the views of the teachers in regards to multicultural education, the associated diversity of learning environments, and the efforts teachers have put in place to include multiculturalism in their yearly plans of the school syllabus. Even though the significance of the study was not evident, the reader was able to deduce it in the introduction of the paper. The research questions are highlighted as:

• How the teachers reacted to the system of multicultural education?
• What was the teachers’ first evaluation concerning the multicultural type of education and the associated sphere surrounding the activity?
• What are the teachers’ suggestions concerning the multicultural type of education?
• What are the associated proficiency levels of the respective teachers in line with the yearly involvement of the multiculturalism system in the school syllabus?

The literature review is detailed. The authors used several scholarly articles and journals to explain their premises. For example, the argument that teachers also have to be taught multiculturalism is supported by several other scholars and authors. They also included citations that criticized some of their premises. For instance, the scholars quote Kaya (2015), who argued that multiculturalism should not be taught within a classroom set-up.

The addition of the sources that critique the proposed arguments ensured a rich and informing literature review. Interestingly, the researchers combined the literature review with the introduction part of the paper. It is more common to have the two sections separate. Sources were also used in other sections of the paper to both support and criticize different arguments.

Tonbuloglu et al. (2016) employed a qualitative design for their research. In the study, the teachers presented their views concerning a multicultural type of education. Towards the end, the teachers reflected on the respective schools’ plans for the introduction of multiculturalism in their curriculums, thus, fulfilling their purpose. A purposeful sampling strategy was used to select the sites and participants. In this study, the study group for this research consisted of six teachers employed at a primary school in the Istanbul province during the 2012-2013 school years. Purposeful sampling techniques were selected because participants had the needed experience and ability to respond to the research questions.

Data analysis was comprehensive and reliable. The data were analyzed using the content analysis technique. During analysis, it was realized that the actual knowledge of every teacher in line with the multicultural type of education, together with the diversity of the system, was adequate. The respective opinions from the teachers towards the multicultural kind of training were identified to be positive. However, the teachers appeared confused in regards to the multicultural type of education, which made them experience some problems due to certain inadequacies. Moreover, a yearly analysis was conducted, and it showed that the efforts applied to the multicultural education system were not enough. The results were appropriate and complete for the research design.

The presentation style and the general flow of the study, including proper sentence construction and grammar, allows for an easy read. Additionally, one can quickly pick out various views concerning the multicultural education system. The in-depth questions also allow the reader to note the proficiency levels of the teachers. The data collection and analysis approach also go hand-in-hand due to the many variants of study that were identified. From a research design perspective, the study gives refined data, which increases reliability.

One weakness of the study is that the teachers lacked the required skills and knowledge that are necessary for multicultural education. Thus, the teachers also have to be culturally competent to engage in multicultural education processes with their students.

The research is reliable. The authors explained their process well. There appears to be no sign of bias in the study, as well. The purposeful random sample size also ensures the reliability and validity of the data. It is important to also note that the reliability and validity of the research, to academics, lie in its impact on globalization. In a culturally diverse world, students should be molded on competency amidst differences.

The researchers proved the importance of multicultural education, and in so doing, demonstrated its usefulness in real life. Additionally, multicultural competency allows for personal growth. A limitation of the study is that a good number of the teachers did not know what multiculturalism involves. Such participants could not be avoided due to the methodology and sample selection design used in the study.

Kaya, Y. (2015). The opinions of primary school, Turkish language, and social science teachers regarding education in the mother tongue (Kurdish). Journal of Ethnic and Cultural Studies, 2 (2), 33-46.

Tonbuloglu, B., Aslan, D., & Aydin, H. (2016). Teachers’ awareness of multicultural education and diversity in school settings. Eurasian Journal of Educational Research , 64 , 1-28.

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IvyPanda . 2020. "Multiculturalism in Education." October 27, 2020. https://ivypanda.com/essays/multiculturalism-in-education/.

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