The Case For Multicultural/Diverse Perspective Instruction
The United States is becoming an increasingly pluralistic country. The
traditional numerics of "majority" and "minority" are rapidly changing (Hodgkinson,
1985). Many educators, sensitive to the needs of students who must be able to
function emotionally and academically in our pluralistic society, recognize the
need to expose students to instruction based on multicultural/diverse
perspectives - that is to say, instruction that is not limited to an
Anglo-American perspective (Duff & Tongchinsub, 1990).
What is Multicultural/Diverse Perspective Instruction?
The United States is becoming an increasingly pluralistic country. The
traditional numerics of "majority" and "minority" are rapidly changing (Hodgkinson,
1985). Many educators, sensitive to the needs of students who must be able to
function emotionally and academically in our pluralistic society, recognize the
need to expose students to instruction based on multicultural/diverse
perspectives - that is to say, instruction that is not limited to an
Anglo-American perspective (Duff & Tongchinsub, 1990).
According to Banks (1990), multicultural/diverse perspective instruction is
comprised of three different and important dimensions. The three dimensions are
related to content integration, knowledge construction, and an equity pedagogy.
A brief description of each dimension follows:
Content Integration
Sensitive, accurate, and non-biased content representing a variety of cultures
and groups should be used to illustrate key concepts, principles,
generalizations, and theories.
Knowledge Construction
As students construct knowledge about the content, they must be helped to view
concepts, issues, and problems from diverse cultural perspectives. The
mainstream-centric perspective is only one of several perspectives from which
concepts, issues, or problems are viewed.
An Equity Pedagogy
To ensure equity for all students, teachers must modify their teaching in ways
that will facilitate the academic achievement of students from diverse racial,
cultural, gender, and social-class groups.
The Role of Multicultural Literature
Appropriate content is one of the major elements of multicultural/diverse
perspective instruction (Banks, 1990). Literature, a major carrier of content,
is a powerful medium for understanding the world. Young children find it easier
to assimilate new information when this information is presented within the
structure of a story (Wells, 1986).
Cultural Authenticity
Experts in multicultural education frequently emphasize the importance of using
literature to increase cultural awareness (Piper, 1986; Tway, 1989). The
literature used should accurately portray the history, customs, values, and
language of a particular cultural group (Sims, 1982). Through sharing carefully
selected literature, students can learn to understand and to appreciate a
literary heritage that comes from many diverse backgrounds (Norton, 1990).
Improves Self-Concept
Students also benefit from reading literature that reflects their own ethnic and
cultural background. Such literature can be an important tool in helping all
students develop a healthy self-concept - one that is based on a knowledge of
and a sense of pride in family background (Hittleman, 1978).
Promotes Understanding Among Cultures
The use of multicultural literature can also extend students' knowledge about
parallel cultures by exposing them to the differences and similarities between
their culture and that of other groups (Norton, 1983). These observations,
documented in research, support the notion that incorporating multicultural
literature into the curriculum can expand students' awareness and decrease
negative stereotyping of individuals from other cultures (Litchner & Johnson,
1973).
Literature can present students with clear contrasts in perspectives and can
help them to understand their own cultural heritages and those of others -
within and outside the classroom (Rasinski & Padak, 1990).
Strategies To Support Multicultural Instruction
Essential for developing multicultural/diverse perspective learnings is a
positive and trusting classroom environment - one in which all students are made
to feel welcome, comfortable, and respected. Listed below are several strategies
that are particularly useful in promoting multicultural/diverse perspective
learnings in such a classroom.
Questioning Styles
Questioning techniques that personally involve students will allow them to
respond in a way that reflects their cultural diversity and that will expose
their fellow students to those differences (Evans, 1991).
Role-Playing
Role-playing is a versatile activity that allows students to express their
opinions in a realistic situation. Students can "trade places" with a fellow
student or a character from a literature selection (Tiedt & Tiedt, 1990).
Role-playing enables students to express and to examine their attitudes,
beliefs, and feelings about prejudice and discrimination. Poetry, biography, and
powerful fiction are excellent sources for both discussion and role-playing (Banks,
1989).
Cooperative Learning
Many years of research and practice support the use of cooperative groups to
focus on students' different strengths and styles. In addition, cooperative
learning groups have been found to have strong and consistent positive effects
on social relationships between culturally different students (Slavin, 1983).
Group members become more accepting of classmates who are different.
Exposure to Different Languages Cultures
It is important for students to recognize that English is not the only language
spoken in the United States. Students should be exposed to speakers of various
and languages. In addition to broadening students' perspectives by introducing
them to different languages, such speakers can also share with students ideas
and values from other cultures (Tiedt & Tiedt, 1990).
Group Discussions
Group discussions stimulate thinking. The notion that thinking originates within
individuals - and only after that is it ready to be shared socially - has given
way to the belief that some of the best thinking results from a group's
collective efforts (Sternberg, 1987). In discussions in which students examine
more than one point of view, there is ample opportunity to enrich and refine
their understanding by helping them to view their own interpretation in the
light of the interpretations of others (Alvermann, 1991).
Active Involvement
Instructional techniques that allow for individual differences and that add a
spark of excitement to classroom activities should be used in place of
fill-in-the-blank activities. Students should be engaged in listening, speaking,
reading, writing, and thinking activities that provide opportunities for them to
make decisions and solve problems (Tiedt & Tiedt, 1990).
Values of Multicultural/Diverse Perspective Instruction
Multicultural/diverse perspective instruction prepares all students to live in
our pluralistic world and at the same time provides them with solid academic
benefits.
Broadens Students' Views
In schools today, students are rarely given the opportunity to view concepts,
events, and issues from more than one perspective, and this perspective is
usuallythat of the mainstream group. As a result, students gain only a limited
view of the world. When the world is viewed from more than one perspective,
students' views are broadened and they gain insight into their own behavior (Banks,
1989).
Builds Self-Esteem
Studies indicate that there is a direct link between the way students see
themselves in the classroom and the way they perform (Rosenthal & Jacobson,
1968). In a multicultural classroom, teachers support their students through the
elimination of labeling and through the heightened appreciation of student
achievement. A curriculum that prepares students to live in a pluralistic world
is particularly beneficial, because such a curriculum enhances individual
self-esteem by helping members of various racial and ethnic groups to retain and
value their cultural identity (Grant, 1974).
Improves Academic Performance
Classroom experience shows that multicultural/diverse perspective instruction
helps students develop problem-solving and higher-order thinking skills. As
students learn that there is more than one "right" way to look at an occurrence,
more than one valid point of view, more than one appropriate cultural practice,
they are also learning to analyze, evaluate, and make judgments.
Building on Home Literacy Experiences
A number of research studies from multiple disciplines demonstrate that students
who might be considered "culturally deprived" by some bring to school many
language and cultural strengths (Tharp & Gallimore, 1989; Wells, 1986).
Respecting Students' Home Cultures
Educational programs that spring from the idea of cultural deprivation often
show disrespect for students' home cultures. Educators must recognize that the
linguistic forms and cultural values a student brings to school are intimately
connected with that student's loved ones, community, and personal identity. To
suggest that what a student brings to school is wrong is to suggest that
something is wrong with the student and his or her family (Delpit, 1990).
Building on Experiences Students Bring to School
When we accept children's knowledge about language, learning, and culture, we
not only validate their being, but acknowledge their self-worth. Responsible
instruction builds on the language, knowledge, and experiences students bring to
school, using them as steppingstones for the development of more complex
understandings (Flores, Cousin, & Diaz, 1991).
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