Course Rationale
“Diversity is the multiplicity of people, cultures, and ideas that contribute to the richness
and quality of life. Diversity includes: race, ethnicity, social class, national origin,
language, exceptionality, religion/spirituality, age, sexual orientation and gender/gender
identity. Values, philosophies, ideas, and world views that individuals and groups possess
are integral parts of this conceptualization. Diversity embodies inclusiveness, mutual
respect, and multiple perspectives. This view of diversity encourages the free exchange of
ideas, while honoring the maintenance of individual identity and the integrity of culturally centered knowledge.”
"Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers represent. Multicultural education permeates the curriculum and instructional strategies used in schools, as well as the interactions among teachers, students, and parents, and the very way that schools conceptualize the nature of teaching and learning. Because it uses critical pedagogy as its underlying philosophy and focuses on knowledge, reflection, and action (praxis) as the basis for social change, multicultural education promotes the democratic principles of social justice.
Julia Scherba de Valenzuela at Multicultural Definition
___________________-.
The seven basic characteristics of multicultural education, according to Nieto (1996) are:
Multicultural education is antiracist education.
Multicultural education is basic education.
Multicultural education is important for all students.
Multicultural education is pervasive.
Multicultural education is education for social justice.
Multicultural education is a process.
Multicultural education is critical pedagogy." (pp. 307-8)
Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). New York: Longman.
White Teachers at the Crossroads (Number 18: Fall 2000)
Is there a role for White teachers in multicultural education? Yes, indeed. But they must first recognize that the struggle for education as a basic human right, like the Civil Rights Movement, is a moral struggle. The United Nations Universal Declaration of Human Rights is instructive: "Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations … ." To play a significant role, White teachers need to learn specific strategies of curriculum inclusion, culturally sensitive (relevant) pedagogy, and skills for promoting understanding, tolerance, friendship and respect for diversity in particular communities. Working in communities of color, White teachers need to hone these skills in close partnership with more experienced colleagues who have the community's best interests at heart.
Karen Boss - Try to Always (Charlesbridge Editor)
Microaggressions (Derald Sue, 2010)
A Talk to Teachers (James Baldwin, 1963)