Teaching Diversity and Multiculturalism

Multicultural Edu

What ideas did you find useful from the section "General Strategies" that would help you in your teaching?

General strategies for multicultural teaching include tips related to the learning environment, the lessons, leading class discussions, and communications. Ultimately I find all of these ideas useful. Recognizing biases that I have absorbed is the most difficult step because most biases are buried and often remain unconscious throughout the person's life. It is difficult to develop self-awareness and might involve my being willing to listen to criticism about my own teaching style. Teaching in ways that both recognize cultural diversity but also celebrate individuality can be challenging. It is important to be sensitive to the divergent need in each person to be an individual and also proud to be a member of a community. Other ideas include being more conscious of gender-biased language and correcting it at all junctures. Similarly, it can be helpful to include references to case studies that involve situations not immediately reflecting the dominant culture.

2. Discuss the tactics that you found most useful from the section "Tactics for Overcoming Stereotypes and Biases." Do you feel more educators should apply these strategies in their classrooms?

Recognizing biases includes refraining from overcompensation in the classroom. For example, it is important to give all students equal consideration, praise and blame. Overcompensating for biases by singling out people of color for their exemplary behavior, or giving more time to students of color with the intent of making them feel good are ways to make the problem worse. It is important to deliver praise and blame on merit alone. It is also helpful to know how to manage classroom discussions, to prevent some students from dominating discussions. This will become apparent with regards to gender as well as ethnicity. Strategies for creating an inclusive and egalitarian learning environment also include avoiding the tendency to ask a student to speak on behalf of his or her entire community or race. It is also helpful to know how and when to speak out against other students making racist comments or stereotyping. The teacher's tactics rub off on the students.

3. Do feel course content and the type of material presented in a class affects the learner? Why or why not?

Course content absolutely affects the learner, by revealing what subjects and worldviews are deemed authoritative and/or normative. The type of material also affects the learner. The instructor must be careful to select sources that are unbiased, refraining from using "whitewashed" versions of American or world history. Materials can be selected that challenge the traditional history, which tends to celebrate European heroes and conquerors without acknowledging the impacts of colonialism. Material that analyzes the role of patriarchy in the world can also help the students think more critically about gender. The learner needs to be challenged to understand why they are interacting with the material in a certain way, rather than simply being told that discrimination or sexism are wrong.

4. What ideas do you think you should (or already do) incorporate in your methods of assessment?

I have always encouraged the formation of study groups outside the classroom. Study groups are one of the main suggestions that can encourage students who might not normally interact outside of the classroom to interact with each other in a mutually beneficial relationship. I also use group work and collaborative learning strategies, because I have found them to be valuable methods. The assignments I have been designing lately take into account the differences in writing styles between native English speakers and those who are still gaining fluency. Assessments must always be sensitive to the diversity of students and their learning styles.

5. What impact do the counselors have in supporting and referring students to vocational education class? Do you agree the idea presented in "Tools for Teaching" in the discussion of advising? Why or why not?