This document discusses multicultural education and how teachers can create inclusive classrooms. It defines multiculturalism and education, noting that the goals are to create safe learning environments, increase awareness of global issues, and strengthen cultural consciousness. Teachers are evaluated on how they establish respectful environments for diverse students. The document provides strategies for teachers to consider different perspectives, combat stereotypes, and engage with students and families of various cultures. Barriers to multicultural education include the need for reform beyond celebrations and supplemental lessons. The key is for teachers to be aware of biases and embrace diversity through their curriculum and interactions with students.

1. acknowledgement
• These slides are a collection of:
 Amanda Howard Waters, Multiculturalism and Education
(2013)
http://www.slideshare.net/mantshintshi/savedfiles/?s_titl
e=multiculturism-in-the-
classroom&user_login=awaters410&qid=e0a90304-5dea-
4478-b39e-ef56d22fe50a&v=default&b= Accessed on 07
march 2014
Presented by: Sibonelo Martin

2. What is multiculturalism?
• Multiculturalism is the state or
condition of being multicultural
(dictionary.com)

3. What does multicultural mean?
•Consisting of, relating to, or
representing several different cultures
or cultural elements (dictionary.com)

4. What is multicultural education?
• More than just celebrating Cinco de Mayo with tacos and
piñatas or reading about Martin Luther King, Jr.
• It is an educational movement
• It is a set of strategies aimed to address the diverse
challenges experienced by the rapidly changing U.S.
demographics
• It is a beginning step to shifting the balance of power and
privilege in the educational system
(Garcia, Multicultural Education in Your Classroom)

5. Goals of multicultural education
• To create a safe, accepting and successful learning environment
• To increase awareness of global issues
• To strengthen cultural consciousness
• To strengthen intercultural awareness
• To teach students that there are multiple historical perspectives
• To encourage critical thinking
• To prevent prejudice and discrimination
(Garcia, Multicultural Education in Your Classroom)

6. Advantages of multicultural education
• According to the National Association for Multicultural
Education, there are several advantages of multicultural
education
• Multicultural education:
• Helps students develop positive self-image
• Offers students an equitable educational opportunity
• Allows multiple perspectives and ways of thinking
• Combats stereotypes and prejudicial behavior
• Teachers students to critique society in the interest of social
justice
(Garcia, Multicultural Education in Your Classroom)

7. Early Education teachers play
a huge role
• What happens during a child’s early years shapes whether they
will be open to or fearful of people with different backgrounds
than their own
• These years determine whether children will feel proud or
ashamed of their heritage
• You play a crucial role in laying these foundations
• Your classrooms are one of the first group environments
students will encounter outside of their homes.
• Your challenge: to make it inclusive and respectful!
(Chang, Many Languages, Many Cultures)

8. New teacher evaluation tool
• Beginning in August 2008, North Carolina
began implementing the new NC Teacher
Evaluation Process (ncpublicschools.org)
• As of August 2010, every teacher in North
Carolina is evaluated using this tool
(ncpublicschools.org)

9. What does the nc teacher evaluation
process have to do with
multiculturalism?
• This evaluation process is composed of five
standards and each standard has goals beneath them
(ncpublicschools.org)
• Standard II is teachers establish a respectful
environment for a diverse population of students
(ncpublicschools.org)

10. Standard ii goals• Teachers provide an environment in which each child has a positive,
nurturing relationship with caring adults
• encourage an environment that is inviting, respectful, supportive, inclusive,
and flexible
• Teachers embrace diversity in the school community and around the
world
• Demonstrate knowledge of diverse cultures
• Select materials and develop lessons that counteract stereotypes and
incorporate contributions
• Recognize the influences on a child’s development, personality, and
performance
• Consider and incorporate different points of view
(ncpublicschools.org)

11. Standard ii goals continued
• Teachers treat students as individuals
• Maintain high expectations for all students
• Appreciate differences and value contributions by building positive,
appropriate relationships
• Teachers adapt their teaching for the benefit of students with
special needs
• Collaborate with specialists
• Engage students and ensure to meet the needs of students through
inclusion and other models of effective practice
(ncpublicschools.org)

12. Standard ii goals continued
• Teachers work collaboratively with the families and
significant adults in the lives of their students
• Improve communication and collaboration between the school,
the home, and the community
• Promote trust and understanding and build partnerships with
school community
• Seek solutions to overcome obstacles that prevent family and
community involvement
(ncpublicschools.org)

13. How do I meet these goals?
• You may feel that attaining these goals is impossible,
but they really are not
• Through this presentation we will look at ways in
which we can successfully create multicultural
classrooms

14. Self-quiz: what
are your assumptions?• With your co-workers surrounding you, discuss the following
questions:
• What are the different cultures in our school? (include categories such as
ethnic groups, students with disabilities, new immigrants, residents of
public housing, and any others that apply)
• What characteristics first come to mind when you think of each group?
• Where did these impressions come from? (Peers, family, media, religion,
etc.)
• How do you treat people based on these impressions?
• Can you remember a time when someone made assumptions about you
based on a group you belong to? How did it make you feel?
(Ross, Connect with Kids and Parents of Different Cultures)

15. Where do our biases begin?
• The way we react to those who are different than us is influenced by many factors:
• Our own personal experiences with those who are different than us
• What we’ve heard from our families, peers, the media, popular culture, school,
religious institutions, etc.
• Whether we see ourselves sharing any values, goals, ways of doing things, etc. with
those who are different than ourselves
• How much power we believe those who are different have in our society and any
laws or special programs we know about that affect how these people are treated
(Ross, Connect with Kids and Parents of Different Cultures)

16. How can we build a shield
against bias?
• Be aware of your assumptions
• Notice when you make a judgment, then figure out why and what it is based upon
• Invite an objective outsider to observe you in your classroom
• Be aware of cultural differences
• Everything we do is shaped by our culture
• You can learn a lot about other cultures from your co-workers
• Organize an after school gathering for all staff members to bring a cultural dish and
discuss some of their cultures characteristics
(Ross, Connect with Kids and Parents of Different Cultures)

17. • Keep every student in mind
• Be sensitive to any cultural shocks that new students experience
• Be direct and deal with any student biases right away
• For example, a kindergarten teacher shared a story of one of her students who had brought
her new purse to show and tell. She innocently said that on the way to school her mom made
her walk faster when an African American male was walking behind them, because her mom
was afraid he might try to steal her new purse. In a situation like this, it’s important to ask the
child why their mom would have felt that way. Then start a class discussion about how people
who steal things come in many colors and why it’s a mistake to judge people by their outer
appearance.
• Establish expectations and clearly communicate them, this way no
one will feel superior or inferior
• Encourage students to be honest about their fears and
misconceptions
• Make sure your classroom reflects diversity
• Do the pictures on your walls include a variety of cultures?
• Do you have a multicultural curriculum?
• Familiarize yourself with all the holidays/traditions your students
celebrate or participate in
(Ross, Connect with Kids and Parents of Different Cultures)

18. A great way to start the year!• At the first meeting between you and the parents of your
students, usually Open House, set the right foundation in order
to be as knowledgeable as possible about your students
• Ask the following questions:
• How would you like us to recognize your child ethnically?
• What family traditions would you like us to acknowledge?
• What can we learn about your culture to help us be as respectful as
possible?
• What language, or languages, does your family speak?
(Chang, Many Languages, Many Cultures)

19. Religion in the classroom
• As a teacher, you must be careful not to ask a student to
participate in anything that may have an effect on their
religious beliefs
• Make sure you are aware of the different religious beliefs
of your students
• Best way to do this is ask the parents along with the other
questions at Open House
• Also, make sure that all students’ religions are respected
and not ridiculed in the classroom

20. Students with special needs
• It is also very important that teachers remain aware of their students with special needs
• As a teacher you will be expected to make adaptations to your lessons for your students with special needs
• A helpful printable that I found on teachervison.com uses an acronym to help teachers before selecting possible
adaptations
• The acronym is the FLEXIBLE acronym:
• Feasible
• Lively
• Eliminated
• eXplicit
• Intentional
• Beneficial
• Limelight
• Evaluated
• Let’s refer to the FLEXIBLE handout you received

21. Flexible Acronym
• Feasible
• Successful adaptations must be feasible for the classroom
teachers to implement
• Lively
• Successful adaptations must be lively, engaging, and/or fun
• Eliminated
• Successful adaptations must be developed with the goal of
working toward independence with a gradual fading and
eventual elimination of the adaptation

22. Flexible Acronym Continued
• eXplicit
• Successful adaptations must have a definite purpose, a purpose that is
made explicit to students, other professionals in the classroom,
parents, and if necessary the students peers
• Intentional
• Successful adaptations should be part of a comprehensive plan for
the student with disabilities
• Beneficial
• Successful adaptations should benefit the student with disabilities and
either enhance or at least not detract from the learning of other
students in the classroom

23. Flexible Acronym Continued
• Limelight
• Successful adaptations do not place undue attention on the
student with the disabilities or put the student in a
potentially embarrassing situation
• Evaluated
• Successful adaptations are evaluated on an ongoing basis

24. Road blocks to implementing
multicultural education successfully
• Not as easy as a yearly celebration or supplemental unit here or there
• Require schools to reform their traditional curriculums
• Most curriculums focus on North America and Europe more so than any other region
• Multicultural Education is most successful when implemented as a school wide approach
• Unfortunately, most institutions are not prepared for implementation
• Implementation requires:
• A diverse, culturally competent staff
• Educators must be aware, responsive, and embracing of diverse beliefs, perspectives, and experiences
• Must also be willing to address issues of controversy (racism, sexism, religious intolerance, classism, ageism,
etc.)
(Garcia, Multicultural Education in Your Classroom)

25. Let’s make it African Elementary’s goal
to multiculturalize our classrooms and
help each of our students become
what they most want to be!
Go Beavers!

26. Bibliography
Chang, Hedy. “Many Languages, Many Cultures.” Scholastic. Early Childhood Today, April 2006. 20
November 2010. http://www2scholastic.com/browse/article.jsp?id=4278
Dictionary.com. Dictionary.com, LLC, 2010. Web. 28 November 2010.
http://dictionary.reference.com
Garcia, E.K. “Multicultural Education in Your Classroom.” Teach Hub. n.p. n.d. 20 November
2010. http://www.teachhub.com/news/article/cat/14/item/203
North Carolina Public Schools. Department of Public Instruction, 2010. Web. 28 November 2010.
http://www.ncpublicschools.org
Ross, Linda. “Connect with Kids and Parents of Different Cultures.” Scholastic. n.p. n.d. 20
November 2010. http://www2.scholastic.com/browse/article.jsp?id=3638

27. The end!