Multicultural

Diversity: A
Challenge to Global
Teacher
 “The major multicultural education is to
transform the school so that the male and
female students, exceptional learners, as well
as students coming from diverse cultural,
socio-class, racial and ethnic groups will
experience an equal opportunity to learn in
school”
James Banks(195 in sadker, 1991)
Diversity of learners in multicultural
classrooms
Diversity or differences among our students have
placed greater demands to teachers in today’s school.
In most public schools, students come from a wide
range of socio-economic backgrounds.
There is a need for curricular and instructional
modifications, teaching styles, re-examination of
teacher’s attitude( haertel 1998).
A focus on group differences may lead to a basis for
stereotyping which multicultural teachers have to
avoid (Gallimore & Goldenberg).
Accommodating Cultural differences
and commonalties
The issue of cultural majority- minority in the
classroom has posed a challenge to teachers where in
girls are more than boys.
To assist you in understanding your multicultural
learners ,Fraser-Abner (2001) offers suggestions
• Learn as much about and become as sensitive to and
aware of racial, ethnic, cultural and gender groups
other than your own.
• Never make assumption about an individual based
on your perception of that individual’s race,
ethnicity, culture or gender.
• Avoid stereotyping
• Never make assumption about an
individual based on your perception of that
individual’s race, ethnicity, culture or
gender.

• Get to know each student as a unique individual:

walk in the footsteps of all your students.
Other suggestions
• Look into your own conscious and subconscious
biases about the people who are different from
yourselves in race, ethnicity, culture, gender or
socioeconomic status.
• Plan your activities within a multicultural
framework while making your classroom a safe and
secure haven for all the students.
• Infuse multicultural instructional materials and
strategies in your teaching.
• Foster collaboration and cooperation among your
learners, parents and teachers.
Diversity in the school of the country as well as in other
schools in the world is also an opportunity.

In the view of this purpose, some guiding principles which

were adapted from an interdisciplinary group of psychologists,
political, scientists, sociologists and multicultural specialists,
are hereby presented , to wit

1.pre-service teacher education programs should help

prospective teachers understand the complex characteristics of
ethnic groups in ways race, ethnicity, language and social class
interact to influence students behavior.

2. Teachers should ensure that all students have equitable

opportunities to learn and to perform to a standard.
3. Teachers should students acquire social
skills needed to interact effectively with
students from other racial, ethnic, cultural,
language of social groups.

4. The school curriculum helps students

understand that knowledge is socially
constructed and are reflective of the social,
political and economic context in which they
live and work.
5. Schools should provide all students with
opportunities to participate in extra-and –co
curricular activities that develop knowledge, skills
and attitudes that increase academic achievement
and foster positive intercultural relationships.

6. teachers and students should learn to reduce or

eliminate stereotyping and other related biases
that have negative effects on racial and ethnic
relations.
7.Schools should provide opportunities for
students from different racial, ethnic, cultural
and language groups to interact socially under
conditions designed to reduce fear and
anxiety.
8. Teachers should teach and students should
learn about the values shared virtually by all
cultural groups like justice, equality, freedom,
peace, compassion and charity among others.
Multiculturalism
Has broadened and deepened our traditional curriculum into
wider range of accommodating cultures not of the teachers’
culture alone. This section has clarified some of basic
assumptions that enhance teacher development.
No two learners are exactly the same.
Children in all classrooms are heterogeneous .
Strategies that work with one learner may not work with
another.
Student’s background and experiences should be considered
when teaching
Community members from various ethnic groups can assist
teachers in facing issues of ethnic differences and similarities.
THANK YOU!!!