Posted by Meaning of multicultural education
According to O. Donnell Multi-cultural education refers to a way of teaching, promotes principles such as indusion, diversity, democracy, skill acquisition inquiry, critical thought, values of perspectives and self-reflection.In the most general sense, multicultural education is an approach to teaching, that value diversity in the classroom, diversity in content, methods, perspectives, educators’ students and cultures. Being a multicultural educator means embracing your students and others cultural diversity as a means of nurturing your students’ academic and personal growth of course within this broad framework. Multicultural education means different things to different people.
Historical background of multicultural education
Multicultural education emerged during the civil rights movement of the 1960S and 1970S. It grew out of the demands of ethnic groups for inclusion in the curricular of schools, colleges and universities. Although multicultural education is an outgrowth of the ethnic studies movement of the 1960S, it has deep historical roots in the African – American ethnic studies movement that emerged in the late nineteenth and early twentieth century.Initiated by scholars such as George Washington Williams, Cater G. Woodson, W.E.B Dubois and Charles H. Wesley, the primary goal of the early ethnic studies movements was to challenge the negative images and stereotypes of Africa Americans prevalent in mainstream scholarship by creating accurate descriptions of the life history and contribution of African Americans. These scholars had a personal, professional and enduring commitment to the uplift of Africans. They believed that creating positive self-images of African Americans was essential to their collective identity and linearization. They also believed that stereotypes and negative beliefs about African American could be effectively challenged by objective historical research that was also capable of transforming mainstream academic knowledge as long as we continue to operate within the existing capitalist social relations of the larger society, there is good reason to believe that racism and social injustice will continue to pose as serious threat to democracy and that the dream of social equality will remain largely unrealized.
So while work continue toward school transformation, the emerging conceptualization of multicultural education stress that this work must be understood relative to the social and political structures that currently control education in the US and that the two are intrinsically linked.
Multicultural education in its determination to address the ills and shortcomings of the current education system can be starting point to dominating inequalities in society
Today literally dozens of models and framework for multicultural education exist, while theory and scholarship has moved from small curricular revisions to approaches that call for full transformations of self schools and society, many supplementations of multicultural education still being with curricular additions of diverse sources. But with a fuller understanding of the roots of the movement, we are better equipped to follow the transformative path laid by many educators’ activists and scholars.
And it is important to remember that multicultural education is a relatively new concept that will continue to change to meet the needs of a constantly changing society.
Tanzania’s multicultural education efforts can perhaps be best characterized as a qallant efforts to provide a meaningful education for all students regardless of race or historical origin. Responses submitted during the earlier international study indicated that Tanzania’s education system did include a multicultural education, while there were no special fund for multicultural efforts. Tanzania’s multicultural programs have been implemented through centers special certification and culturally integrated schools.
In the lower primary schools, Swahili is the language of instruction; however some children go home to another language such as Kisukuma. Consequently many young Tanzania students become bilingual, and then when the young child reaches standard III, English is introduced, resulting in the acquisition of three languages. At time, French and German are also used for instruction.
In education Tanzania has sometime been used as a shining eg. of successful language planning in favors of an indigenous Africa language. While Kiswahili is the mother tongue of only about 10% of the Tanzania population, it has become accepted and used as a second language by more than 90% of the population. However, English is still the language of instruction for post-primary education.
Since the end of colonial period most children attend integrated schools and the racially segregated schools were abolished. Also religious instructions are excluded from the school curriculum. During the colonial period the curriculum was mostly Eurocentric. However after the country acquired its new independent status, the schools also stressed the history of its indigenous population. In an attempt to silence some of the education critics, the country’s national songs and dances have also become important parts of the school curriculum. All curriculum materials, texts and imbrary holdings are inspected for possible racist or sexist language.
AIMS (OBJECTIVES) AND GOALS OF MULTICULTURAL EDUCATION
The aims and objectives of multicultural education tend to vary among educational philosophers and liberal political theorists. Educational philosophers might argue for preservation of the minority group culture by fostering children’s development of autonomy and introducing them to new and different ideas.A political theorists must advocate for a model of multicultural education, which warrants social action. Under much a model, teachers would serve as agents of such change promoting relevant democratic values and anpoucering students to act.
Objectives of mufti-cultural education;-
I. To provide opportunities for learning in order to advance multicultural education, equity and social justice
II. To proactively reframe public debate and impact current and emerging policies in ways that advance social, political economic and educational equity through advocacy, position, papers, policy statements, press releases and other strategies.
III. To provide the preeminent digital clearing house of resources about educational equity and social justice.
Multi-cultural education has the followings goals to be met;-
i. To respect and appreciate cultural diversity
ii. To promote the development of culturally responsible and responsive curriculam
iii. To facilitate acquisition of the attitudes skills and knowledge to function in various cultures
iv. To achieve social, political economic and educational equity
v. To promote the understanding of unique cultural and ethnic heritage
vi. Increase self esteem of non – mainstream students
vii. Preserve minority group culture and make meaningful contributions in a democratic society.
STRATEGIES TO SUPPORT MULTICULTURAL EDUCATION
Essential for developing multicultural/diverse perspective learning is a positive and trusting classroom environment one in which all students are made to feel welcome, comfortable, and respected. Listed below are several strategies that are particularly useful in promoting multicultural/diverse perspective learning in such a classroom.Questioning styles
Questioning techniques that personally involves students will allow them to respond in a way that reflects their cultural diversity and that will expose their fellow students to those differences (Evans, 1991)Role-Playing
Role-playing is a versatile activity that allows students to express their opinions in a realistic situation. students can trade places with a fellow students or a character from a literature selection (Tiedt & Tiedt, 1990)Role-playing enables students to express and to examine their attitudes, beliefs and feelings about prejudice and discrimination. Poetry, biography, and powerful fiction are excellent sources for both discussion and role-playing (Banks, 1989)
Cooperative learning
Many years of research and practice support the use of cooperative groups to focus on students’ different strengths and styles. In addition, cooperative learning groups have been found to have strong and consistent positive effects on social relationships between culturally different students (Slavin, 1983). Group members become more accepting of classmates who are different.Exposure to different languages cultures
It is important for students to recognize that English is not the only language spoken in the United States. Students should be exposed to speakers to to various and languages. In addition to broadening students’ perspectives by introducing them to different languages, such speakers can also share with students’ ideas and values from other cultures (Tiedt & Tiedt, 1990).Group discussions
Group discussions stimulate thinking. The notion that thinking originates within individuals and only after that is it ready to be shared socially has given way to the belief that some of the best thinking results from a group’s collective efforts (Sternberg, 1987). In discussions in which students examine more than one point of view, there is simple opportunity to enrich and refine their understanding by helping them to view their own interpretation in the light of the interpretations of others (Alvermann, 1991).Active Involvement
Instructional techniques that allow for individual differences and that add a spark of excitement to classroom activities should be used in place of fill in the blank activities. Students should be engaged in listening, speaking, reading, writing and thinking activities that provide opportunities for them to make decisions and solve problems (Tiedt & Tiedt, 1990).WAYS OF IMPLEMENTATION OF MULTICULTURAL EDUCATION FOR TEACHERS AND IN CLASSROOM.
Implementation of Multicultural Education in the ClassroomMulticultural education encompasses many important dimensions. Practicing educators can use the dimensions as a way to incorporate culture in their classrooms. The five dimensions listed below are;
Content Integration:
Content integration deals with the extent to which teachers use examples and content from a variety of cultures in their teaching.
Knowledge construction:
Teachers need to help students understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed.
Prejudice Reduction:
This dimension focuses on the characteristics of students’ racial attitudes and how they can be modified by teaching methods and materials.
Empowering School Culture:
Grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and the students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups.
Equity Pedagogy:
An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups.
Multicultural education can be implemented on the macro-level with the implementation of programs and culture at the school-wide or district-wide level and also at the mico-level by specific teachers within their individual classrooms.
Gather information on what is currently being done to promote multicultural education already.
Establish school-wide activities throughout the year that support multicultural themes.
Focus on student and teacher outcomes that involve a knowledge of diversity, respect, cooperation, and communication. Involve the community in this plan.
All students have different learning styles so incorporating multicultural education techniques into the classroom, may allow all students to be more successful. “Multicultural education needs to enable students to succeed economically in a multicultural world by teaching them to be comfortable in a diverse workforce and skillful at integrating into a global economy”. Teacher’s should align the curriculum with the groups being taught, rather than about them. Every child can learn so it is the teacher’s responsibility to not “track” them, but rather to personalize the curriculum to reach every student. “Teachers need to assume that students are capable of learning complex material and performing at a high level of skill. Each student has a personal, unique learning style that teachers discover and build on when teaching”
Another important consideration in implementing multicultural education into the classroom is how deep to infuse multicultural ideas and perspectives into the curriculum. There are four different approaches or levels to curricular infusion. They are:
Multicultural education can be implemented on the macro-level with the implementation of programs and culture at the school-wide or district-wide level and also at the mico-level by specific teachers within their individual classrooms.
School and district-wide practices for the promotion of multicultural education
While individual teachers may work to teach in ways that support multicultural ideas, in order to truly experience a multicultural education, there must be a commitment at the school or district level. In developing a school or district wide plan for multicultural education, Dr. Steven L. Paine, West Virginia State Superintendent of schools gives these suggestions:Involve stakeholders in the decision-making process.
Examine the school climate and culture and the roles played by both students and staff.Gather information on what is currently being done to promote multicultural education already.
Establish school-wide activities throughout the year that support multicultural themes.
Focus on student and teacher outcomes that involve a knowledge of diversity, respect, cooperation, and communication. Involve the community in this plan.
Multicultural teaching strategies and practices
Robert K. Fullinwider (2003) describes one rather controversial method for multicultural teaching: teaching to “culturally distinct” learning styles. While studies have shown that “the longer these students of color remain in school, the more their achievement lags behind that of White mainstream students”, it is still highly debated whether or not learning styles, are indeed culturally distinctive, and furthermore, whether implementing different teaching strategies with different racial or ethnic groups would help or further alienate minority groups.All students have different learning styles so incorporating multicultural education techniques into the classroom, may allow all students to be more successful. “Multicultural education needs to enable students to succeed economically in a multicultural world by teaching them to be comfortable in a diverse workforce and skillful at integrating into a global economy”. Teacher’s should align the curriculum with the groups being taught, rather than about them. Every child can learn so it is the teacher’s responsibility to not “track” them, but rather to personalize the curriculum to reach every student. “Teachers need to assume that students are capable of learning complex material and performing at a high level of skill. Each student has a personal, unique learning style that teachers discover and build on when teaching”
Another important consideration in implementing multicultural education into the classroom is how deep to infuse multicultural ideas and perspectives into the curriculum. There are four different approaches or levels to curricular infusion. They are:
The Contributions Approach – Dubbed the “Heroes and Holidays” approach;
It is the easiest to implement and makes the least impact on the current curriculum. It does however have significant limitations in meeting the goals of multicultural education because “it does not give students the opportunity to see the critical role of ethnic groups in US society. Rather, the individuals and celebrations are seen as an addition or appendage that is virtually unimportant to the core subject areas”.
The Additive Approach
– Called the ethnic additive approach; it is slightly more involved than the contributions approach, but still requires no major restructuring of the curriculum. While this approach is often a first step towards a more multicultural curriculum, it is still very limited in that it still presents the topic from the dominant perspective. “Individuals or groups of people from marginalized groups in society are included in the curriculum, yet racial and cultural inequalities or oppression are not necessarily addressed”.
The Transformative Approach
– This approach requires pulling in multiple perspectives while discussing a topic. This approach is significantly more challenging to teach than the previous two: “it requires a complete transformation of the curriculum and, in some cases, a conscious effort on the part of the teacher to deconstruct what they have been taught to think, believe, and teach”.
The Decision Making and Social Action Approach
– This approach includes all of the elements of the transformative approach but also challenges students to work to bring about social change. The goal of this approach is not only to make students aware of past and present injustice, but to equip them and empower them to be the agents of change.
In looking into practical strategies for implementing multicultural education into the classroom, Andrew Miller offers several suggestions that might provide helpful:
Use art as a starting point in discussions of cultural and racial issues.
Have students create collective classroom slang dictionaries.
Find places in your current curriculum to embed multicultural lessons, ideas, and materials. (Please note that for this to be most effective, it must be a continuous process, not merely the celebration of Black History Month or a small aside in a textbook.)
Allow controversy. Open your classroom up to respectful discussions about race, culture, and other differences.
Find allies in your administration that will support your work.
Another essential part of multicultural teaching is examining your current lesson materials for bias that might alienate the students you are trying to teach. The Safe School Coalition warns against using a curricular material “if it omits the history, contributions and lives of a group, if it demeans a group by using patronizing or clinically distancing language, or if it portrays a group in stereotyped roles with less than a full range of interests, traits and capabilities.”
Using student’s lives and experiences as the text and incorporating literacy practices
The choice of literature is important. The books must be chosen with careful consideration over how they represent the culture it is displaying, making sure that it is void of any racial or cultural stereotypes and discrimination. Criteria include books that:
Show how people can begin to take action on social issues
Explore dominant systems of meanings that operate in our society to position people and groups of people as “others”
Don’t provide happily ever after endings or complex social problems
"After reading these books, dialog can follow that will enable understanding and facilitate making connections to one’s life. It is in this discussion that universal threads of similarities and the appreciation of differences may be explored in a way that will enable the students to make connections that span different cultures and continents. However rudimentary these connections may be, they serve as a starting point for a new way of thinking."
Multicultural education can ultimately affect the way students perceive themselves. Six students felt their multicultural self-awareness grew and felt supported in their growth after taking a multicultural education course aimed to see if their self-awareness altered (Lobb, 2012). They also felt their cultural competency improved. Multicultural education is beneficial in academic, emotional and personal ways in which they learn about others and even themselves. As student perspectives of multicultural education remain positive, allowing other students to become exposed to this subject may encourage and conclude in consistent, positive attitudes towards other cultures. Curriculum, sequence, class climate, and grading criteria should be prioritized to see its impact on student learning. Replicating the course in order to give students from other schools the opportunity to take multicultural education courses in order to gain more perspectives and leads to transforming attitudes and create change.
Later by the 1960s, public education advocates argue that educating working people to a higher level (such as the G. I. Sill) would complete our transition to a deliberative or anticipatory democracy. This position is well developed by political philosopher Benjamin R. Barber in strong democracy. Participatory politics for a New age in 2003.
According to Barber, Multicultural educational in public schools would promote acceptance of diversity.
Levinson (2009) argues that multicultural education should reflect the student body as well as promote understanding of diversity to the dominant culture and be inclusive, visible, celebrate and tangible. Multicultural education is appropriate for everybody or everyone (p. 428)
Banks (2013) “a major goal of multicultural education is to change teaching and learning approaches so that students of both genders and from diverse cultural, ethnic and language groups will have equal opportunities to learn in educational institutions.
Furthermore, multicultural education should include preparation for an active, participatory is a way to promote the civic good.
Levinson (2009) describes four ways to do so: from leaving about other cultures comes tolerance, tolerance promotes respect, respects leads to open mindedness which results in civic reasonableness and equality (p. 431 – 432).
Multicultural education theories and programs are rarely based on the actual study of minority cultures and languages. The idea of multicultural has increasingly been noted that it lacks the exploration of minority children/students has occurred.
Full in wider also brings to the challenge of whether or not that teachers believe and the effectiveness of multicultural education. For example discussing history between races and ethnic groups could help students to view different perspectives and foster understanding among groups or such a lesson could cause further division within the classroom.
Multicultural education started in the year of 1960’s in united state of American (USA). The purpose was to challenge the negative images and stereotypes of African American prevalent in mainstream scholarship by creating accurate description of the life history and contribution of African American. Although it continued to operate within the existing capitalist social relations of the larger society, there is good reason to believe that racism and social injustice will continue to pose a serious threat to democracy and that dream of social equality will remain largely unrealized.
After was introduced in U.S.A also spread to African countries especially Tanzania which was to provide meaningful education for all students regardless of race or national origin although Tanzania education system did not include multicultural education because there were no special fund for multicultural effort.
REFERENCES:
Alvermann, D. E. (1991). The discussion Web: A Geographic aid for learning across
the curriculum. The reading Teacher.
Banks and Banks, eds. (2013). Multicultural Education, ‘multicultural Education:
Characteristics and Goals’, “culture, Teaching and Learning’ (John Wiley & Sons).
Banks, J. A (1989). Multicultural education: characteristics and goals. In J. A Banks & C. A
McGee (Eds.), Multicultural education issue and perspective Boston, MA: Allyn & Bacon
Evans, C.B. (1991). The bias-free Classroom: Learning environments must embrace diversity
of students. Vocational Educational Journal.
Fullinwider, R. 2003). ‘Multicultural’ in Randall Curren, ed., A Companion to philosophy
of Education (Blackwell)
Gorsky, Paul (2008), “what we’re teaching teachers: an analysis of multicultural teacher
education coursework syllabi”. Teaching and Teaching Education.
Levinson, M. (2009). ‘Mapping Multicultural Education’ in Harvey Seigel, ed., The Oxford
Handbook of Philosophy of Education, Oxford University Press.
Lobb, Pamela (2012), “Making Multicultural Education Personal”. Multicultural Perspectives”
Slavin, R. (1983). Cooperative Learning. New York: Longman.
Tiedt, P. L & Tiedt, I. M (1990). Multicultural teaching: A handbook of activities, Information
and resources. Boston, MA: Allyn & Bacon
In looking into practical strategies for implementing multicultural education into the classroom, Andrew Miller offers several suggestions that might provide helpful:
Get to know your students.
Build relationships and learn about their backgrounds and cultures.Use art as a starting point in discussions of cultural and racial issues.
Have students create collective classroom slang dictionaries.
Find places in your current curriculum to embed multicultural lessons, ideas, and materials. (Please note that for this to be most effective, it must be a continuous process, not merely the celebration of Black History Month or a small aside in a textbook.)
Allow controversy. Open your classroom up to respectful discussions about race, culture, and other differences.
Find allies in your administration that will support your work.
Another essential part of multicultural teaching is examining your current lesson materials for bias that might alienate the students you are trying to teach. The Safe School Coalition warns against using a curricular material “if it omits the history, contributions and lives of a group, if it demeans a group by using patronizing or clinically distancing language, or if it portrays a group in stereotyped roles with less than a full range of interests, traits and capabilities.”
Critical literacy practices in early childhood education
The development of multicultural education is introduced at a young age in order to allow children to build a global perspective. Multicultural education can be introduced to children through the use of critical literacy practices; this will enable children to build an honest relationship with the world while recognizing multiple perspectives and ideologies. Teachers can use critical literacy practices to pose questions that will make students analyze, question and reflect upon what they are reading. Critical literacy can be useful by enabling teachers to move beyond mere awareness of, and respect for, and general recognition of the fact that different groups have different values or express similar values in different ways. There are three different approaches to critical literacy:Examining texts for voice and perspective
Using texts as a vehicle to examine larger social issuesUsing student’s lives and experiences as the text and incorporating literacy practices
The choice of literature is important. The books must be chosen with careful consideration over how they represent the culture it is displaying, making sure that it is void of any racial or cultural stereotypes and discrimination. Criteria include books that:
Explore differences rather than making them invisible
Enrich understandings of history and life and give voice to those traditionally silenced or marginalizedShow how people can begin to take action on social issues
Explore dominant systems of meanings that operate in our society to position people and groups of people as “others”
Don’t provide happily ever after endings or complex social problems
"After reading these books, dialog can follow that will enable understanding and facilitate making connections to one’s life. It is in this discussion that universal threads of similarities and the appreciation of differences may be explored in a way that will enable the students to make connections that span different cultures and continents. However rudimentary these connections may be, they serve as a starting point for a new way of thinking."
Multicultural education programs implemented in schools
Focusing on minority groups can affect their future education. Cammarota’s (2007) Team Program, intended for high school Latino/a student’s of low socioeconomic status and considered “at risk” of dropping out, was made to improve test scores and complete credits in order to graduate. Students felt they went from not caring about school at all to having a sense of empowerment from the program, which led to motivation to get better grades, finish school and have more confidence in themselves as who they are. From student evaluations after the program was over, 93% of the students believed the curriculum encouraged them to pursue a higher education, and their rates of going to college was higher than the national average for Latino/a students across the United States. Team Program for other minorities in more schools can influence more student outlooks on their education and can assist them in completing necessary credits for high school graduation. When schools are able to focus on inequity of minority students, school can become the foundation to the students’ futures and create a positive, safe experience for them, where they will feel empowered to carry out in their future education and verify their importance within themselves.Multicultural education can ultimately affect the way students perceive themselves. Six students felt their multicultural self-awareness grew and felt supported in their growth after taking a multicultural education course aimed to see if their self-awareness altered (Lobb, 2012). They also felt their cultural competency improved. Multicultural education is beneficial in academic, emotional and personal ways in which they learn about others and even themselves. As student perspectives of multicultural education remain positive, allowing other students to become exposed to this subject may encourage and conclude in consistent, positive attitudes towards other cultures. Curriculum, sequence, class climate, and grading criteria should be prioritized to see its impact on student learning. Replicating the course in order to give students from other schools the opportunity to take multicultural education courses in order to gain more perspectives and leads to transforming attitudes and create change.
Multicultural education curriculum examined in colleges
Multicultural education plays a huge role in the way students perceive themselves and others, but there is still more work to be done. In some college syllabi, there is cultural sensitivity and multicultural competence. However, a lot of them lack the design to prepare teachers with consistent ways of the defining principles of multicultural education and preparation of teaching multicultural education authentically (Gorski, 2008). Multicultural education is a complex subject with many concepts. It is important for teachers to be fully knowledgeable of its depth and open to learn more about it as time goes on so they can create a safe space for their students. It is also important to see that although multicultural education is becoming more known and taught, there is still so much to learn and discover within this topic, and there always will be more to learn as we evolve. Even teachers need to be taught and become exposed to different dimensions of multicultural education in order to teach and revolutionize student attitudes about this topic.BELIEVES OF MULTICULTURAL EDUCATION
According to John Dewy (1859 – 1952), argued that public education was needed to educate all children universal voking along with universal education would make our society more democratic. An educated electorate would understand politics and the economy and make wise decisions.Later by the 1960s, public education advocates argue that educating working people to a higher level (such as the G. I. Sill) would complete our transition to a deliberative or anticipatory democracy. This position is well developed by political philosopher Benjamin R. Barber in strong democracy. Participatory politics for a New age in 2003.
According to Barber, Multicultural educational in public schools would promote acceptance of diversity.
Levinson (2009) argues that multicultural education should reflect the student body as well as promote understanding of diversity to the dominant culture and be inclusive, visible, celebrate and tangible. Multicultural education is appropriate for everybody or everyone (p. 428)
Banks (2013) “a major goal of multicultural education is to change teaching and learning approaches so that students of both genders and from diverse cultural, ethnic and language groups will have equal opportunities to learn in educational institutions.
Furthermore, multicultural education should include preparation for an active, participatory is a way to promote the civic good.
Levinson (2009) describes four ways to do so: from leaving about other cultures comes tolerance, tolerance promotes respect, respects leads to open mindedness which results in civic reasonableness and equality (p. 431 – 432).
CHALLENGES OF MULTICULTURAL EDUCATION
Lack of definition of culture
Many educators may think that when holding cultural parties, listening to music or sampling foods relating to different cultures that they are sufficiently promoting multiculturalism. For example, when majority teachers interact with minority students, the distinction between a “high culture” and “home culture” needs to be clear or else faculty and staff members mistakenly withdraw their rightful authority to evaluate discipline conduct and quality of work (Fullinwinder, 2003)Different ways multicultural educations ignores minority students
Multicultural education in classroom settings has been a hidden factor that affects students with a diverse culture, also multicultural education has positive approaches on helping the students there are ways in which does positively influence all students, one is, it generally it ignores the i/ challenges of how to portray cultural groups ii/ challenges of choosing multicultural literature. Students own responsibility for their academic performance.The extent of multicultural content integration in a given school
tend to be related to the ethnic composition of the students body. However there is no fundamental reasons why only schools with ethnic minority pupils should focus on multicultural education.Multicultural education theories and programs are rarely based on the actual study of minority cultures and languages. The idea of multicultural has increasingly been noted that it lacks the exploration of minority children/students has occurred.
Full in wider also brings to the challenge of whether or not that teachers believe and the effectiveness of multicultural education. For example discussing history between races and ethnic groups could help students to view different perspectives and foster understanding among groups or such a lesson could cause further division within the classroom.
Multicultural education started in the year of 1960’s in united state of American (USA). The purpose was to challenge the negative images and stereotypes of African American prevalent in mainstream scholarship by creating accurate description of the life history and contribution of African American. Although it continued to operate within the existing capitalist social relations of the larger society, there is good reason to believe that racism and social injustice will continue to pose a serious threat to democracy and that dream of social equality will remain largely unrealized.
After was introduced in U.S.A also spread to African countries especially Tanzania which was to provide meaningful education for all students regardless of race or national origin although Tanzania education system did not include multicultural education because there were no special fund for multicultural effort.
REFERENCES:
Alvermann, D. E. (1991). The discussion Web: A Geographic aid for learning across
the curriculum. The reading Teacher.
Banks and Banks, eds. (2013). Multicultural Education, ‘multicultural Education:
Characteristics and Goals’, “culture, Teaching and Learning’ (John Wiley & Sons).
Banks, J. A (1989). Multicultural education: characteristics and goals. In J. A Banks & C. A
McGee (Eds.), Multicultural education issue and perspective Boston, MA: Allyn & Bacon
Evans, C.B. (1991). The bias-free Classroom: Learning environments must embrace diversity
of students. Vocational Educational Journal.
Fullinwider, R. 2003). ‘Multicultural’ in Randall Curren, ed., A Companion to philosophy
of Education (Blackwell)
Gorsky, Paul (2008), “what we’re teaching teachers: an analysis of multicultural teacher
education coursework syllabi”. Teaching and Teaching Education.
Levinson, M. (2009). ‘Mapping Multicultural Education’ in Harvey Seigel, ed., The Oxford
Handbook of Philosophy of Education, Oxford University Press.
Lobb, Pamela (2012), “Making Multicultural Education Personal”. Multicultural Perspectives”
Slavin, R. (1983). Cooperative Learning. New York: Longman.
Tiedt, P. L & Tiedt, I. M (1990). Multicultural teaching: A handbook of activities, Information
and resources. Boston, MA: Allyn & Bacon
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