This paper argues that teachers hold a moral responsibility to develop multicultural and multiracial knowledge in order to effectively serve increasingly diverse student populations. Drawing on the philosophical foundations of Plato, the cultural pluralism theory of Horace Kallen, Piaget's constructivist developmental framework, and James Banks' critical thinking approach to multicultural education, the paper makes the case that understanding cultural diversity is essential for classroom practice. It also highlights contemporary demographic realities in American public schools — including significant linguistic and ethnic diversity — to underscore the urgency of multicultural teacher preparation.
"Was putting a man on the moon actually easier than improving education in our public schools?" — B.F. Skinner
Teachers carry many important responsibilities toward the children in their care during the school day. However, it is important for teachers to remember that their responsibilities extend beyond the classroom, because what happens inside it will have a larger effect on society as a whole. Every teacher has the opportunity to leave a positive impact on many lives, and it is important to always remember that each student is a unique individual.
Every student comes from a different background; students will come to school from different ethnic, religious, cultural, linguistic, racial, and social groups. In order to best serve students in school and prepare them for society beyond it, every teacher has a moral responsibility to develop multicultural and multiracial knowledge so that no student is left behind.
Even early philosophers such as Plato believed that a more liberal design was needed for education in order to release people from ignorance, and theorists continue to expand on this basic idea as it relates to multiculturalism (Ardoin). The theory of cultural pluralism was developed by Horace Kallen, who argued that the culture of a nation has multiple facets, values, and a great deal of diversity. This term clearly applies to the culture of the United States and to the culture found within its schools. Kallen emphasized that the unique contributions of each ethnic and cultural group add to the richness of society, while also arguing that the predominant culture should remain a focus in schools.
Piaget is one theorist who is particularly influential in childhood development and whose work is especially relevant to the multicultural classroom. Piaget believed that knowledge is constructive, changing, and progressing. As children develop, they begin to understand that they are unique yet part of a larger whole as members of society (Ardoin). Development also enables people to discern distinctions and make comparisons between cultures, recognizing both the similarities and differences found across various segments of society. This ties directly into the concept of cultural pluralism.
As children develop in the classroom, they will inevitably recognize that their ethnic, cultural, and racial identities are unique and differ from those of others. Teachers must therefore be prepared to support students' positive realization of cultural similarities and differences. Piaget also identified empathy as part of the developmental process, describing it as "more than the recognition of someone else's feelings, but rather a deeper understanding. Thus, empathetic reactions allow people to recognize that something is different from what is already familiar or acceptable to them, yet not be prejudiced by its unfamiliarity" (Piaget).
"Banks on critical thinking and Western curriculum bias"
"Demographics demanding multicultural teacher preparation"
You’re 62% through this paper. Sign up to read the remaining 2 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.