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It is not helpful, for example, to have one week or day to celebrate diversity and then go back to the standard traditional format. The teacher should show respect and encourage his or her students to likewise show respect for each culture. As Villegas (2007) points out, too many teachers see other cultural groups in a subordinate position. Such perspectives are picked up by the students and followed.
Ogbu (1995) also notes that how much the students, themselves, react to having their culture integrated into the curriculum along with other cultures depends on their background and experiences. Thus, involuntary cultures, those that are here in the U.S. without a choice, such as African-Americans, will not be as positive about multiculturalism as voluntary cultures as Asian-Americans.
The most important thing for teachers to always remember, of course, is that all children need to be treated as important contributors to the class. As Villegas (2007) notes, Many methods incorporated in the fabric of everyday schooling put students from non-mainstream groups at a disadvantage, such as a school culture of low expectations for students from low-status groups, inadequate general and multicultural learning materials, large class sizes, assignment of the least-experienced teachers to classes where students need the most help, insensitivity toward cultural differences, questionable testing practices, and a curriculum that does not reflect diversity.
Instead," adds Bullard (1995), "most teachers have a pretty good understanding of what they need to do. Care about their children. Teach them...
Show them that hatred hurts. Show them how to think critically. Open up new worlds for them to discover. Offer them the tools of change. Create a small, caring community in the classroom."
Eventually, it is hoped that educators will not have to look for ways to motivate or incorporate more of the multiculturalism, but that it will come naturally. As Cushner (1998) concludes: "...just because a nation is multicultural does not guarantee that it is an effective intercultural one. Intercultural implies a give and take: a multilateral appreciation, understanding, accommodation and ability to interact effectively with people different from oneself. It is this emphasis on the intercultural dimension, including intercultural interaction and understanding that will move people closer to a time when not only tolerance, but collaboration is the norm."
References
Bank, J.A. (1994) Transforming the mainstream curriculum. (Educating for Diversity). Educational Leadership 51(8), 4(5).
Bullard, Sara (1991) Sorting Through the Multicultural Rhetoric Educational Leadership; 49(4)
Cushner, K. (1998) International Perspectives on Intercultural Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Ogbu, J.U. (1995) Cultural problems in minority education. Urban Review 27, 189-205
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