1. Education That Is Multicultural
Chapter 11:
Education That Is Multicultural
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
any public performance or display, including transmission of any image over a network;
preparation of any derivative work, including the extraction, in whole or in part, of any images;
any rental, lease, or lending of the program.

2. Education That Is Multicultural
Teaching that is multicultural requires the incorporation of diversity throughout the learning process.
Our knowledge about our students’ cultures will allow us to make the academic content of our teaching more meaningful to students by relating it to their own experiences and building on their prior knowledge.
Making teaching and the classroom multicultural is an essential step in empowerment for both teachers and students.

3. Place the Student at the Center of Teaching and Learning
Multicultural teachers seek, listen to, and incorporate the voices of students, their families, and communities.
Culturally responsive teaching requires educators to recognize the incongruence between the voice of the school and the voices of students.
Encouraging Student Voices

4. Place the Student at the Center of Teaching and Learning
Culturally responsive teaching encourages student participation, critical analysis, and action.
Curriculum should engage students in collective action to improve their communities.
Engaging Students

5. Establish a Classroom Climate that Promotes Human Rights
Staffing composition and patterns should reflect the diversity of the country and/or region.
Student government and extracurricular activities include students from different cultural groups.
Multiculturalism should be reflected in every aspect of the educational program.
Discrimination against students from different cultural groups should not be tolerated.
The School Climate

6. Establish a Classroom Climate that Promotes Human Rights
Schools have a hidden curriculum that consists of the unstated norms, values, and beliefs about the social relations of school and classroom life that are transmitted to students.
The hidden curriculum must also reflect diversity if education is to become multicultural.
Hidden Curriculum

7. Establish a Classroom Climate that Promotes Human Rights
Educators unknowingly transmit biased messages to students.
When educators are able to recognize the subtle and unintentional biases in their behavior, positive changes can be made in the classroom.
Messages Sent to Students

8. Establish a Classroom Climate that Promotes Human Rights
Relationships among teachers and students determine the quality of education.
Teachers who know their subject matter, believe that all students can learn, and care about students as individuals can have a great impact on students and their learning.
Student and Teacher Relationships

9. Establish a Classroom Climate that Promotes Human Rights
Lack of skill in cross-cultural communications between students and teachers can prevent learning in the classroom.
Miscommunication occurs when the same words and actions mean something different to the individuals involved.
Teachers who are aware of differences can redirect their instruction to use the communications that work most effectively with students.
Student and Teacher Communications

10. Believe that All Students Can Learn
Joint productive activity: Teachers and students producing together facilitate learning
Language development: Developing language across the curriculum improves competency in the language and literacy of instruction.
Contextualization: Connecting teaching and curriculum to students’ lives gives meaning to the subjects being taught.
Challenging activities: Teaching complex thinking challenges students to develop cognitive complexity. 
Instructional conversation: Teaching through conversation engages students through dialogue.
Focus on Learning

11. Believe that All Students Can Learn
Students tend to meet the expectations of the teacher, no matter what their actual abilities are.
Educators should develop strategies to overcome negative expectations they may have for certain students and plan classroom instruction and activities to ensure success for all students.
Hold High Expectations

12. Believe that All Students Can Learn
A caring teacher has high expectations for students, and pushes students to meet those high expectations.
Caring teachers overcome their racial biases and do not stereotype students.
Caring teachers are patient, persistent, and supportive of students.
Create Caring Relationships

13. Acknowledge Life Histories and Experiences of Students and Families
Culturally response teaching affirms the cultures of students, views the cultures and experiences of students as strengths, and reflects the students’ cultures in the teaching process.
A multicultural curriculum supports and celebrates our diversity in the broadest sense; it includes the histories, experiences, traditions, and cultures of students in the classroom.
Implementing a Multicultural Curriculum

14. Acknowledge Life Histories and Experiences of Students and Families
Culturally responsive teaching increases academic achievement because the subject matter is taught within the cultural context and experiences of the students and the communities served.
Reflecting Culture in Academic Subjects

15. Acknowledge Life Histories and Experiences of Students and Families
Students need to learn that individuals from other ethnic, religious, and socioeconomic groups may have perspectives on issues and events that are different from their own.
Culturally responsive teaching requires examining sensitive issues and topics.
Incorporating Multiple Perspectives

16. Acknowledge Life Histories and Experiences of Students and Families
Many students are questioning the power relationships and inequity that they are experiencing in their lives.
Teachers should address sensitive topics in developmentally appropriate ways, relating the topic to the realities of their students’ lives.
Addressing Inequity and Power

17. Model Social Justice and Equality
Students who are taught multiculturally learn to think critically about what they are experiencing.
Students should be encouraged to question the validity of information presented in texts and other sources.
They should be encouraged to explore other perspectives.
Developing Critical Thinking

18. Model Social Justice and Equality
Interactions and understandings among people from different racial and ethnic groups increase as they work together on meaningful projects inside and outside the classroom.
In social justice education, these projects address equity, democratic practices, and critical social issues in the community.
Fostering Learning Communities

19. Model Social Justice and Equality
Politically active teachers are advocates for children who have been marginalized by society.
Politically active teachers work for equity, democracy, and social justice.
Teaching as a Political Activity

20. Preparing to Teach Multiculturally
Know Yourself and Others
Know your own cultural identity.
Learn about groups other than your own.
Make an effort to interact with people who are culturally different from you.

21. Preparing to Teach Multiculturally
Reflect on Your Practice
Reflect continually on your practice in the classroom.
Ensure that content of textbooks and curriculum accurately portray diversity and perspectives beyond the dominant culture.
Think about ways you can use the students’ cultures to help them learn the subjects and skills you are teaching.