Diversity

Multicultural education

• acknowledging and recognizing diversity helps us build common ground and inclusive communities
• incorporate readings about language and culture into the curriculum
• teach an appreciation of diversity (Steele, 2002)
  • helps prepare for differences in the the working world
  • helps all feel included
• ask questions to get to know those who are different (Steele, 2002)
• "Racial, cultural, ethnic, and socio-economic status has no effect on students' abilities to acquire knowledge" (Duncan-Andreade, 2005).

Affects upon education

• institutional blindness (Ziegler Dymrot, 2002)
• important to keep in mind that differences are brought about by "historical experiences, language, cultural practices, and traditions" (Bell, 2016, p 3).

References

• Bal, A. (2012). Kindness in society: Participatory social justice for all. In L. G. Denti & P. A. Whang (Eds.), Rattling chains: Exploring social justice in education (pp. 99-109): Sense Publishers.
• Bell, L. A. (2016). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, D. J. Goodman, & K. Y. Joshi (Eds.), Teaching for diversity and social justice (3 ed., pp. 3-26): Routledge.
• Darling-Hammond, L. (2002). Learning to teach for social justice. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 1-7): Teachers College Press.
• Duncan-Andrade, J. M. R. (2005). Developing social justice educators. Educational Leadership, 62(6), 70-73.
• Steele, J. (2002). Acknowledging diversity in the classroom. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 13-21): Teachers College Press.
• Ziegler Dymrot, T. (2002). What is diversity? In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 9-12): Teachers College Press.