When defining multicultural education, I would say it involves differentiating instruction and providing all students no matter their race, gender, religious belief, or socioeconomic status with a rewarding learning experience. Multicultural education involves teachers motivating all learners in the learning experience in the classroom setting. Multicultural education not only needs to be about the students but the parents and community as well.
According to Gorksi, the underlying goal of multicultural education is to affect social change which incorporates three strands of transformation. These three strands include:
- transformation of self
- transformation of school and schooling
- transformation of society.
Gorski, Paul and EdChange. Multicultural Pavilion. Retrieved September 14, 2009 from http://www.edchange.org/multicultural/initial.html.
Challenge of defining multicultural education.
When beginning this post and reflecting upon multicultural education,I began to think shouldn't have multicultural education always been relevant in our educational system. Schools have been filled with students of different races, genders, cultural beliefs, and socioeconomic status for quite some time. So, why are we just now seeing the relevance of multicultural education. I truly find this puzzling.
Challenges facing classroom teachers as they implement multicultural practices in their classroom.
In my classroom, one of the challenges I find is communicating the expectations of students to parents who do not speak English. Though our school system has several translator, we only have one that speaks Spanish on site. I find this challenging not only for me but my parents as well. I think many times people are quick to judge that parents who speak another language do not want to participate in their child's education, but I have found it is the breakdown of communication. Many parents as well as students are very educated in their native language, and as educators we need to be aware of this.
Another challenge I face in the classroom, is to constantly be aware of each of my students needs and aware of their participation. I have to remind myself that just because a student is not speaking or being involved in the activities does not mean they are being defiant they are only adjusting to their new environment and language. I know I am often an observer when I am placed in a new surrounding or people new to me, so why would a non-English speaker be any different.
