Multicultural Education

My working definition of multicultural education is creating an environment in which students learn about people and cultures all over the world and where students feel comfortable sharing personal or family experiences for the benefit of the class. I also believe multicultural education extends beyond the classroom. A broad classroom education will be obsolete if students come home to find contradictory views or “facts” from their parents. Parents must be included in the learning, or at the very least, be made aware of classroom content and objectives for multicultural education to be meaningful.

Defining multicultural education can be difficult because the definition of cultural can be interpreted in different ways. Some may see culture as different races or nationalities. Others may say culture is divided by religion or beliefs. I believe all of these characteristics make up the diverse world in which we live. I think the first step to a multicultural education is to acknowledge the multicultural aspect in the classroom. I also think it is important for me as the teacher to realize my limitations. I have but one perspective and one set of experiences from which to draw. I have never personally felt a sense of discrimination in the classroom. Multicultural education begins with me by my acknowledging that the standard cannon is not varied and encompassing for all.

Teachers will face numerous and great challenges in implementing multicultural practices in their classrooms. A teacher need not look beyond her own nose to find her first stumbling block. As I mentioned earlier, we are all the victim of our own experiences. Everyone has valuable life knowledge to add to a classroom, but teachers often draw on their own learning experiences when determining what and how content should be covered in class. Depending on the individual teacher, this may be a very limited perspective. Another challenge facing teachers is possible resistance from administration. Some schools have very structured curriculums. Introducing multicultural lessons may vary from the school planned lessons, causing problems for teachers. One final obstacle could be from members of the community. Children may be conflicted if what they learn in school is contradicted by what they are taught at home. Teachers may face resistance from parents or community members who do not want their children exposed to alternate ideas and beliefs. These feelings of intolerance could be strengthened by conflict covered in the national media.