Implementation Plan towards Multicultural Education




Implementation Plan towards Multicultural Education

A multicultural approach towards student interaction provides for the accommodation of diverse groups of students through equitable treatment of the students. Culture plays an important role in the development of students and their families. It is estimated that students of color in the United States comprise an estimated 40% of the total students in public schools. Diversity among students in public schools ranges from racial diversity, religious diversity and cultural diversity all of which must be considered in classroom instruction. Multicultural education is made up by a variety of supports namely culture, diversity, equality, democracy, and social justice. All of these are critical elements towards successful and interactive classroom instruction in multicultural settings (Chin, Berheide, & Rome, 2002).

Concept: Education That Is Multicultural: Understanding the importance of placing students at the center of teaching and learning by incorporating student knowledge and voices in the dialogue of the classroom and engaging them in the process of learning.

In essence, instruction in classrooms should be multicultural to accommodate the diverse needs of different students. This demands the use of diversity as an approach towards successful instruction and learning processes among the students. Understanding the diversity in terms of student cultures is necessary towards development of academic content that is effective for teaching purposes (Alenuma-Nimoh, 2012). This is because it provides the students with points of relation of content with their respective individual experiences and prior knowledge. This is a source of empowerment for the students and teachers given that it provides a sense of appreciation for the differences in cultures and classroom diversity. As an instructor, there is a need to understand the incongruence that exists between the needs and voices of students and the institution. Interactive instruction and student engagement includes ensuring active participation by all students in classroom activities (Chin, Berheide, & Rome, 2002).

Concept: Culture: Recognizing that a classroom climate can be established to promote human rights and respect for the cultures of students and their families.

Educational institutions usually have hidden curriculums, which are made up of norms, beliefs and values relative to social interactions of a school and inside the classroom. This is transmitted to the students as they become assimilated into the institution. This warrants the need as an instructor to develop norms and beliefs in the classroom and institution that promote the respect for human rights. In addition, this is achieved by promoting positive messages to students. Instructors in their teaching activities usually promote a variety of unintentional biases through their conduct (Chin, Berheide, & Rome, 2002).

Thus, an instructor at all times should be conscious of individual conduct to ensure that positive messages are transmitted to the students. The relationship that is established with other teachers and with the students has a great influence on the overall quality of education in an institution (Alenuma-Nimoh, 2012). Enhancing individual cross-cultural communication skills is essential towards enhancing learning among students in a multicultural setting. This demands the need to assume an accommodative and sensitive approach towards culturally sensitive issues (Voltz et al., 2010).

Concept: Student Achievement and Exceptionality: Developing confidence that all students can learn as demonstrated by holding high expectations for their academic achievement and pushing them to develop their potentials.

Enhancing educational achievement among students is reliant on the belief that all students are capable of educational achievement. A variety of strategies can be used towards pushing the students to educational excellence. Focus on learning through joint productive activities, language development, contextualization, challenging activities and instructional activities are among some of the most effective strategies towards educational excellence among students in a multicultural setting. Students are usually driven by the need to meet the expectations of their instructors (Voltz et al., 2010).

Hence, as an instructor, there is need to develop high expectations for the students as a means to drive them towards educational excellence. This can be achieved through a variety of strategies towards elimination of negative ideas towards educational achievement among students irrespective of their individual abilities (Alenuma-Nimoh, 2012). Avoiding biases and stereotyping and illustrating patience, persistence and support of all students are effective means of ensuring that all students are motivated towards exceptional educational achievement (Gollnick, 2006).

Concept: Acknowledgement of Student Experiences and Histories: Acknowledging and building on the life histories and experiences of students and their families through the use of culturally responsive teaching.

Culturally responsive instruction amounts to understanding the diverse cultures of students. In addition, this also amounts to understanding the cultures of the students as part of their strengths. This provides an instructor with a point of reflection during classroom instruction (Alenuma-Nimoh, 2012). Understanding one’s cultural identity is assumed as the first step towards successful student interaction and instruction in multicultural settings. Understanding the different needs and experiences of students in terms of their ethnicities and race is essential as it provides insight on culturally appropriate strategies for effective instruction in the classroom (Chisholm, 1994).

Concept 5: Equality: Addressing inequity and power relationships in the classroom to help students understand them and be able to take action that supports equity.

Gender differences should not impede the learning and instruction processes in a classroom. This would amount to clear illustration of biases that is not healthy towards student educational achievement (Alenuma-Nimoh, 2012). There is also a need to ensure that biases are not exhibited by an instructor towards sexual orientation and socioeconomic statuses of students. Students are able to decipher messages in the behavior of a teacher. Power relationships in the classroom can be addressed by an instructor through the understanding of the realities of the lives of students. Understanding how students approach issues is essential towards gaining new perspectives on the realities faced by students in their social interactions (McLeod et al., 1997).

Concept: Social Justice and Equality: Modeling social justice and equality in the classroom by helping students think critically and by fostering learning communities in which students work together to promote learning.

Equality and individualism are essential concepts towards student instruction in multicultural education settings. Students should be instructed in an environment that provides for social justice and equality in the institution and other social settings. They are usually critical of their environments and should be taught on critical thinking towards individual experiences. This should include the ability to question any information and its sources. Such provides them with the ability to explore other perspectives in life towards finding solutions to social and classroom-based problems (Voltz et al., 2010).

Social justice in learning amounts to addressing issues relative to democratic process in schools and society, issues relative to equity and other critical issues within the communities. Sing such a process, an instructor is able to mould students into citizens who have a high regard for social justice and are critical of their surroundings towards an equitable society. In addition, as an instructor, one is tasked with advocacy towards creation of an all-inclusive environment for all students especially those who are marginalized by the society. Encouraging racial, religious and social tolerance among students is illustrated by the actions of an instructor in his or her relationships with other teachers and students. This creates integration among the students given that they share similar ideologies (Chin, Berheide, & Rome, 2002).



















Alenuma-Nimoh, S. J. (2012). Taking Multicultural Education to the Next Level: An Introduction to Differentiated-Multicultural Instruction. The Journal of Multiculturalism in Education, 8(1): 41-56

Chin, J. C., Berheide, C. W., & Rome, D. (2002). Included in sociology: Learning climates that cultivate racial and ethnic diversity. Washington, D.C: American Association for Higher Education.

Gollnick, D. M. (2006). Multicultural education in a pluralistic society. Pearson/Merrill/Pr. Hall.

Chisholm, I. M. (1994). Preparing Teachers for Multicultural Classrooms. The Journal of Educational Issues of Language Minority Students, 14, 43-68.

McLeod, K. A., Krugly-Smolska, E., & Canadian Association of Second Language Teachers. (1997). Multicultural education: A place to start: a guideline for classrooms, schools and communities. Ottawa, Ont.: Canadian Association of Second Language Teachers.

Voltz, D. L., Sims, M. J., Nelson, B. P., & Association for Supervision and Curriculum Development. (2010). Connecting teachers, students, and standards: Strategies for success in diverse and inclusive classrooms. Alexandria, VA: ASCD.


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