To what extent should public schools promote the concept of multiculturalism?

As a 21st
Century teacher I must first acknowledge and accept diversity and embrace the
concept of multi-culture education. The definition of diversity that I use
includes the gender, sexual orientation, race, and social class, physical and
mental exceptionalities of a person. 
Multi-cultural education is a wide variety of programs and practices
related to educational equity, women, ethnic groups, language, minorities, low
income groups and persons with disability (Grant and Sleeter).

  Additionally, I must understand the
dimensions of multicultural education, the content integration which the use of
examples from a variety of cultures. The knowledge construction process that
deals with the extent teachers help students to understand the ways a
discipline influence how knowledge is constructed.  Prejudice reduction reflects lessons and
practices to help students develop positive attitudes toward groups that are
different.  Equity pedagogy, in which I
as the teacher change the way I teach to facilitate the academic achievements
of students from diverse backgrounds. 
Finally, an empowering school culture and social structure that provides
a positive, open, environment that promotes gender, racial, and social-class
equity.   After reaches a level of
understanding the dynamics of multicultural education, I begin to build a
community of learners where there is a respect for diversity, social harmony,
equity and equal opportunities and use resources that reflect diversity.

            As a 7th grade EC
teacher, my class would be reflective of  two approaches.  The first, Human Relations Approach, which
focuses on helping students learn to live together harmoniously and hopefully
this will result in students learning to respect one another regardless of
differences.  The second is the
Multicultural Education Approach which focuses on reducing prejudice and
discrimination against oppressed groups and promotes working toward equal
opportunities and social justice for all groups.

Given these two
approaches my curriculum would consist of lessons addressing individual
differences and similarities among the diversity in my class.  The curriculum would include contributions
from the groups represented in my class. 
For example, a language art lesson on literary terms would include
reading short stories reflecting diversity in the characters and having a
discussion about the differences and similarities.  Instructional strategies would include
cooperative learning, role playing, research teams paring, and grouping.

My class would
also continue to study the basics of each discipline and the material would be
presented from the perspective of the groups represented in my class.  An example, the class is studying poetry and
I would present poetry from identified oppressed groups to include Black
Americans, American Indian, Mexicans and persons with disabilities, to show
regardless of your diversity, people are creative and can contribute to
society.

As a result of using
these approaches my students will begin to know and understand each other and
begin to create an atmosphere of respect. 
The classroom décor would reflect the diversity in the classroom through
the use of posters, pictures, books, and games. 
In conclusion, I believe as a human being and teacher, I must be a model
to my students and continue the theme of harmony and acceptance of each other
in and out of the classroom.

<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /> 

Doris Jones