Teaching Strategies in Multicultural Education

Dena Wagner
June 1, 2002

Classrooms today are becoming increasingly diverse. Teachers must consider not only race and ethnicity, but also issues such as gender, substance abuse, homophobia, teen pregnancy, and homelessness. These issues all have implications within a multicultural classroom. Sadker and Sadker (2002) illustrate the diversity of children in today’s society with the following example of merging these very issues into a classroom of thirty students:

As Banks et al. (2001) point out, the increasing diversity within the United States and its schools presents challenges as well as opportunities. Educators must respect and build upon the cultural strengths and characteristics that students bring into the classroom. At the same time, educators must help all students acquire the knowledge, skills, and values needed to become active and productive members of our society (Banks, et al., 2001). This paper will explore strategies which can be used in achieving this goal. The changing demographics of the United States and the resulting need for multicultural education will be discussed, with a description of several of the approaches to multicultural education used in schools today. Specific strategies will be presented for integrating multicultural education into the curriculum. As Sparks and Verner (1995) describe, "a teacher is a cultural mediator and an agent for change" (p. 170). This paper will provide strategies for educators working towards fulfillment of this vital role.

Multicultural education grew out of the civil rights struggles of the 1960s, and is in part a response to the changing demographics of our nation (Banister & Maher, 1998). In the publication Diversity Within Unity, Banks et al. (2001) note that between 1991 and 1998, 7.6 million immigrants entered the United States. The United States Census estimates that more than one million immigrants will enter the United States each year for the foreseeable future (Banks et al., 2001). Many of the students in our schools speak a first language other than English. Hanley (1999) notes that by the year 2020, students of color will make up 46% of children in public schools. Today’s schools are faced with the task of addressing the learning needs of a diverse population of students.

A goal of multicultural education is to prepare students to function in today’s diverse society. Campbell (1996) holds the position that multicultural education has a role in creating a more democratic society. James Banks (2001), a leader in the field of education, offers the following insight in regard to education and our democratic society:

An important goal of the schools should be to forge a common nation and destiny from the tremendous ethnic, cultural, and language diversity. To forge a common destiny, educators must respect and build upon the cultural strengths and characteristics that students from diverse groups bring to school. At the same time, educators must help all students acquire the knowledge, skills, and values needed to become participating citizens of the commonwealth. Cultural, ethnic, and language diversity provide the nation and the schools with rich opportunities to incorporate diverse perspectives, issues, and characteristics into the nation and the schools in order to strengthen both.

There is some opposition to multicultural education among educators, however. Schwartz (1994) explains that many believe multicultural education may divide students along racial and cultural lines, rather than unite them as Americans. It is sometimes believed that multicultural education might promote the benefits of other cultures are the expense of American patriotism. Sadker and Sadker (2002) summarize the debate with the question "What balance should schools seek between teaching a common core curriculum that binds all Americans together and teaching a curriculum that celebrates the many cultures that have been brought to the United States?" (p. 286).

Despite disagreement regarding the value of multicultural education, schools are implementing multicultural learning into curriculum. James Banks has developed a widely recognized model in which multicultural education typically takes place at one of four levels (Sadker & Sadker, 2002). He has identified the first of these levels as Contributions. At this superficial level, a school focuses on heroes, holidays, food, and other discrete cultural elements. During special days, such as Cinco de Mayo, Dr. Martin Luther King, Jr.’s Birthday, and Chinese New Year, the curriculum includes lessons and activities focusing on food, festivals, and ethnic heroes (NEA Today, 2000; Sadker & Sadker, 2002).

At the Additive, or second level of Banks’ model, special units and topics about various groups are added to, but do not fundamentally change, the curriculum (Sadker & Sadker, 2002). A school adds a unit or course on a particular ethnic group without any changes to the basic content of the curriculum. Although times is set aside as a shift from the typical curriculum, no substantial change is made to it as a whole. An example might be the addition of a unit on Native Americans or Haitians to the traditional social studies course (NEA Today, 2000).

Banks has identified the third level in his model of approaches to multicultural education as that of Transformation. At this level, the Eurocentric nature of the curriculum is actually changed, so that the students can see events and issues from the perspectives of various groups (Sadker & Sadker, 2002). The school infuses different frames of reference and content material from various groups in order to extend the students’ understanding of the nature, development, and complexity of American society (NEA Today, 2000).

The fourth level is that of Social Action. A school includes all of the elements from the third level, but also encourages students to make decisions and take action related to the concepts, issues, or problems they have studied (NEA Today, 2000). This approach encourages decision making and social action in order to achieve multicultural goals, a more vibrant democracy, and constructive social change (NEA Today, 2000; Sadker & Sadker, 2002).

NEA Today (2000) quotes Banks as saying, "You can’t get to level four tomorrow. It takes a gradual approach." (p. 9). The remainder of this paper will present specific strategies which can be used in working towards the fourth level of Banks’ model, that of Social Action and Decision Making.

King (2000) provides thought-provoking questions regarding multicultural education and learning in our classrooms today. Consider the following: "Are we challenging students to think critically about the material they are learning?" "Are we promoting an appreciation of multicultural voices within the classroom?" "Are we encouraging students to question and openly discuss critical issues surrounding diversity and multiculturalism?" And lastly, "Are we truly preparing students to live in a multicultural society?" (p. 4).

Sparks and Verner (1995) state that curriculum and teaching strategies should be designed to help eliminate prejudices and to promote multicultural understanding. They describe that teachers should work to create a multicultural environment within their classrooms in which they "teach children to respect the cultures and values of others; help all children learn to function successfully in a multicultural, multiracial society; promote the de4velopment of a positive self-concept in those children who are most affected by racism, sexism, handicappism or other prejudicial attitudes that tend to label children from different from the norm; and lastly, encourage children to view people of diverse cultures as unique parts of a whole community" (p. 171). Sparks and Verner (1995) further explain that because teachers serve as role models for youth and have considerable control over the classroom environment through the curriculum and teaching strategies, it is important that they are knowledgeable and sensitive to multicultural issues.

According to Banister and Maher (1998), teachers are ultimately the moving force of multiculturalism in the classroom. King (2000) suggests strategies for teachers, beginning with a familiarity of major multicultural theorists for better understanding of today’s diverse student population. He also stresses the importance of avoiding reliance on cultural generalizations, which often leads to reinforcement of negative stereotypes. Further, King (2000) recommends that educators respect students for whom English is their second language, by demonstrating patience and valuing their contributions to the class. Negative perceptions and stereotypes can be challenged by presenting guest speakers from diverse backgrounds and perspectives. Lastly, King (2000) suggests that teachers model respectful yet challenging communication and questioning skills. Techniques should be used which value different forms of student learning, such as lectures, discussions, small group projects, presentations by students, and storytelling. Opportunities can be provided for all students to share their own cultural experiences. These strategies help to build a non-threatening learning environment in which diverse students are encouraged to contribute to discussions (King, 2000).

David and Capraro (2001) state that in order to create this optimal learning environment for students, the teacher must first work to establish a classroom community. Bringing members of a class together for certain activities creates a feeling of belonging (David & Capraro, 2001). Students who feel that they belong to a group have power in decision making, which contributes to a climate in which Banks’ fourth level of multicultural education, Social Action, can take place.

It is noted by Banister and Maher (1998) that some define community as merely a place where many people live and work but do not necessarily care about one another or interact in any meaningful way. Banister and Maher (1998) argue that through multicultural education, "students can be taught to think critically about how to develop communities that interact in meaningful ways, do not dominate each other, risk resolving conflicts, and work together to survive on this planet" (p. 183). These authors point out that we have a choice of how to live together, whether it be in fear of one another, relative isolation, separate communities, cooperation, or conflict. Teachers have a critical role in helping students face these questions and develop the opportunities and skills to proceed however they choose (Banister & Maher, 1998).

A sense of classroom community can be built using strategies outlined by David and Capraro (2001). Students should develop a process of understanding, sharing, compassion, and empathy. The classroom should be referred to as "our classroom", rather than "my classroom" (David & Capraro, 2001). David and Capraro (2001) provide specific Language Arts strategies for incorporating multiculturalism and creating a sense of community in the classroom. These include "developing oral communication skills and drawing on students’ prior experiences and knowledge to enhance levels of listening, speaking, reading and writing" (p. 85).

One of the principles outlined by Banks et al. (2001) in the article Diversity Within Unity involves the role teachers play in helping students acquire the social skills needed to interact effectively with students from other diverse groups. Banks et al. (2001) explain that one of the most effective techniques for improving intercultural relations is to teach the social skills necessary to interact with members of another culture. Students need to learn how to perceive, understand, and respond to group differences (Banks et al., 2001). Teachers can have a powerful influence in teaching these skills.

Banks et al. (2001) also address the issue of curriculum within their article Diversity Within Unity. They assert that the curriculum should help students understand that knowledge is socially constructed and reflects researchers’ personal experiences as well as the social, political, and economic contexts in which they live and work (Banks et al., 2001). It is pointed out that in curriculum, teaching units, and textbooks, students often study historical events, concepts, and issues from the points of view of the dominant group (Banks et al., 2001). This kind of teaching may cause many students of color to feel left out of the American story. Banks et al. (2001) explain that "teaching students the different and often conflicting meanings of concepts and issues for the diverse groups that make up the United States will help them to better understand the complex factors that contributed to the birth, growth, and development of the nation, to develop empathy for the points of views and perspectives that are normative within various groups, and to increase their ability to think critically" (p. 8).

Banks et al. (2001) also discuss the importance of using culturally sensitive techniques for student assessment. Evaluating the progress of students from diverse racial, ethnic, and social-class groups is complicated by differences in language, learning style, and culture. Students learn and demonstrate knowledge and skills in different ways. For some, the preferred way of demonstrating task mastery is writing, while others do better speaking, visualizing, or performing. Some students prefer competitive arrangements, while others prefer cooperative learning. Some students like to work alone, and other prefer to work in groups (Banks et al., 2001). Therefor, the use of a single method of assessment will place some students at further disadvantage (Banks et al., 2001). Banks et al. (2001) describe useful strategies for assessment as involving observations, performance behaviors, self-reflections, portfolios, writing assignments, case study analyses, critical thinking, problem solving, creative productions, real and simulated social and political actions, and acts of cross-cultural caring and sharing.

Indiana University provides useful strategies for educators of multicultural education and diversity. The following are several of the suggestions provided within their web site (The Trustees of Indiana University, 2000).

The diversity of students in our schools today has called for a multicultural approach to education. This paper has outlined strategies which can be used in helping students from diverse racial, cultural, ethnic, and language groups to experience academic success. While academic knowledge and skills are essential, students must also develop the knowledge, attitudes and skills necessary to interact positively in our diverse nation. A commitment by educators to multicultural education will bring us closer to this goal.

References

Banister, J., & Maher, M. (1998). Recentering Multiculturalism. Urban Education, 33 (2), 182-218.

Banks, J. A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S., Schofield, J.W. & Stephan, W.G. (2001). Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society. Center for Multicultural Education, College of Education, University of Washington, Seattle.

Campbell, D.E. (1996). Choosing Democracy: A Practical Guide to Multicultural Education. New Jersey: Prentice-Hall.

David, H.L. & Capraro, R.M. (2001) Strategies for Teaching in Heterogeneous Environments While Building a Classroom Community. Education, 122 (1), 80-87.

Hanley, M.S. (1999). The Scope of Multicultural Education. Seattle: New Horizons for Learning. <http://www.newhorizons.org/mult_overview.html> (2002, May 25).

King, D. (2000). Experience in the Multicultural Classroom. Community College Week, 13 (4), 4-6.

National Education Association. (2000). Walk the Talk. NEA Today, 18 (8), 1-3.

Sadker, M.P. & Sadker, D.M. (2002). Teachers, Schools, and Society. Boston: McGraw-Hill.

Schwartz, W. (1994). A Community Guide to Multicultural Education Programs. New York: ERIC Clearinghouse on Urban Education. <http://eric-web.tc.columbia.edu/guides/pg6.html> (2002, May 25).

Sparks, W.G., & Verner, M.E. (1995). Intervention Strategies in Multicultural Education: A Comparison of Pre-service Models. Physical Educator, 52 (4), 170-181.

The Trustees of Indiana University. (2000). Diversity/Inclusive Teaching Tips. <http://education.indiana.edu/~icy/diversity/tips.html> (2002, May 25).

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