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 is a situation in which all the
different cultural or racial groups in a
society have equal rights and
opportunities, and non is ignored or
regarded as unimportant.
Essential for developing multicultural/diverse
perspective learnings is a positive and trusting
classroom environment - one in which all
students are made to feel welcome,
comfortable, and respected. Listed below are
several strategies that are particularly useful
in promoting multicultural/diverse perspective
learnings in such a classroom.
Questioning techniques that personally
involve students will allow them to respond
in a way that reflects their cultural diversity
and that will expose their fellow students to
those differences (Evans, 1991).
Role-playing is a versatile activity that allows
students to express their opinions in a realistic
situation. Students can "trade places" with a fellow
student or a character from a literature selection
(Tiedt & Tiedt, 1990).
Role-playing enables students to express and to
examine their attitudes, beliefs, and feelings about
prejudice and discrimination. Poetry, biography, and
powerful fiction are excellent sources for both
discussion and role-playing (Banks, 1989).
Many years of research and practice support the use
of cooperative groups to focus on students' different
strengths and styles. In addition, cooperative learning
groups have been found to have strong and consistent
positive effects on social relationships between
culturally different students (Slavin, 1983). Group
members become more accepting of classmates who
are different.
It is important for students to recognize that English is
not the only language spoken in the United States.
Students should be exposed to speakers of various and
languages. In addition to broadening students'
perspectives by introducing them to different
languages, such speakers can also share with students
ideas and values from other cultures (Tiedt & Tiedt,
1990).
Group discussions stimulate thinking. The notion that
thinking originates within individuals - and only after
that is it ready to be shared socially - has given way to
the belief that some of the best thinking results from a
group's collective efforts (Sternberg, 1987). In
discussions in which students examine more than one
point of view, there is ample opportunity to enrich
and refine their understanding by helping them to
view their own interpretation in the light of the
interpretations of others (Alvermann, 1991).
Instructional techniques that allow for
individual differences and that add a spark
of excitement to classroom activities should
be used in place of fill-in-the-blank
activities. Students should be engaged in
listening, speaking, reading, writing, and
thinking activities that provide opportunities
for them to make decisions and solve
problems (Tiedt & Tiedt, 1990).
Multicultural Education

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Multicultural Education

  • 1.
  • 2.  is a situation in which all the different cultural or racial groups in a society have equal rights and opportunities, and non is ignored or regarded as unimportant.
  • 3.
  • 4. Essential for developing multicultural/diverse perspective learnings is a positive and trusting classroom environment - one in which all students are made to feel welcome, comfortable, and respected. Listed below are several strategies that are particularly useful in promoting multicultural/diverse perspective learnings in such a classroom.
  • 5. Questioning techniques that personally involve students will allow them to respond in a way that reflects their cultural diversity and that will expose their fellow students to those differences (Evans, 1991).
  • 6. Role-playing is a versatile activity that allows students to express their opinions in a realistic situation. Students can "trade places" with a fellow student or a character from a literature selection (Tiedt & Tiedt, 1990). Role-playing enables students to express and to examine their attitudes, beliefs, and feelings about prejudice and discrimination. Poetry, biography, and powerful fiction are excellent sources for both discussion and role-playing (Banks, 1989).
  • 7. Many years of research and practice support the use of cooperative groups to focus on students' different strengths and styles. In addition, cooperative learning groups have been found to have strong and consistent positive effects on social relationships between culturally different students (Slavin, 1983). Group members become more accepting of classmates who are different.
  • 8. It is important for students to recognize that English is not the only language spoken in the United States. Students should be exposed to speakers of various and languages. In addition to broadening students' perspectives by introducing them to different languages, such speakers can also share with students ideas and values from other cultures (Tiedt & Tiedt, 1990).
  • 9. Group discussions stimulate thinking. The notion that thinking originates within individuals - and only after that is it ready to be shared socially - has given way to the belief that some of the best thinking results from a group's collective efforts (Sternberg, 1987). In discussions in which students examine more than one point of view, there is ample opportunity to enrich and refine their understanding by helping them to view their own interpretation in the light of the interpretations of others (Alvermann, 1991).
  • 10. Instructional techniques that allow for individual differences and that add a spark of excitement to classroom activities should be used in place of fill-in-the-blank activities. Students should be engaged in listening, speaking, reading, writing, and thinking activities that provide opportunities for them to make decisions and solve problems (Tiedt & Tiedt, 1990).