Philosophy of
Multicultural
Education
Comparison of
Diversity Theories
Diversity theories include, but are not specifically limited, to the following:
Class
Disability
Ethnicity/Race
Gender
Life Inside the Classroom
Comparison of Diversity Theories
Diversity theories are applied in several multicultural approaches: Human Relation,
Multicultural Education, and Multicultural Social Justice Education
Human Relation Approach
The removal of prejudice and bias within multicultural settings is at the core of this
approach
This approach identifies different grounds for oppression (class, disability,
ethnicity/race, and gender) and seeks to resolve them positively
Resolutions revolve around cultivating a feeling of pride, confidence, and a sense of
identity among social groups
Multicultural Education Approach
The attainment of social justice indiscriminate of social groups serves as the key
priority of this approach
This approach aims to reduce and ultimately remove discrimination, particularly
against social groups that have heavily been oppressed
Equal opportunity, and equitable power and rights distribution stands as a desired
result of this approach
Multicultural Social Justice Education Approach
This approach is very much like the earlier two approaches, but it takes on a more
direct form
Teachers and students alike engage in activities that enable the resolution of
discriminatory practices against social groups
Activities revolve around problems concerning discrimination, and students are
tasked to resolve them
I. Personal Experiences
per Diversity Theory
Class – Some members of the class who are in greater financial need tend to ask assistance
for access to materials, which are duly granted to them.
Disability – Activities inside the classroom are ensured to encourage the full and dynamic
participation of disabled students
Ethnicity/Race – Discussions free from ethnic or racial prejudice and stereotyping have
prevailed in several classroom sessions
I. Personal Experiences per Diversity Theory
Gender – Prejudice and stereotyping on the grounds of gender are avoided topics; roles are
not defined on the grounds of gender
Life Inside the Classroom – A collective sense of harmony has long been encouraged inside
the classroom
II. Unit Design vis-à-vis
Approach to
Multicultural Education
Grade Level – 9th Grade
Subject – World History
Multicultural Topic – The involvement of Japanese-Americans during the Second World War
Unit Design Rationale
Japan was an adversary of the US during the Second World War, triggered by the
Pearl Harbor Bombing
Japanese-Americans were forcibly relocated and incarcerated in various camps in
the US, with others deported as well
Discrimination against Japanese-Americans was rife
Accounts on the perspectives of past (anecdotal) and present Japanese-Americans
will form part of the study
Current social sentiments on the issue also figure in the study
II. Resources for
Unit Design
Primary sources (i.e. biographies,
letters, audio-video recordings, etc.) serve
as essential resources for this unit
Perspectives on differences among
social groups involved in this unit must be
rooted on information from both ISTE and
NETS
Said resources must aim to develop
the communication skills of students,
particularly towards greater collaboration
and interaction in solving problems
presented in the unit
II. Strategies for
Integrating
Multicultural
Techniques
Strategy 1: Create
This strategy empowers teachers to
create an educationally-conducive
environment for students to appreciate
how diversity works in everyday life
Methods such as role-playing, film-
viewing, and experience-sharing all form
part of this strategy
Students are encouraged to expose
themselves to different cultural practices,
in order to increase their appreciation and
respect
Strategy 2: Contribute
This strategy provides teachers
with the opportunity to explore
cultural icons who have contributed
positively in their respective fields
Examples of icons – presented as
role models, enables students to
understand the significance of the
social groups they represent
Presentation of multicultural
content is essential in this strategy
Strategy 3: Encourage
This strategy encourages students
to gain a deeper understanding of
social groups through the use of
credible materials
Speakers with experiences in
working with social groups are
effective resource persons
A curated variety of educational
materials stand to enlighten students
on the value of understanding social
groups
Students must spend sessions for
critical thinking
III. Personal Philosophy
of Multicultural
Education
A Greater Understanding of Cultural
Education Inside the Classroom
Everything should start from the
classroom first; diversity is present in
every classroom these days
Understanding that heterogeneity is
increasingly becoming the reality around
the world, it’s imperative to have a
greater understanding of the students’
cultural differences
Such, of course, must deeply
influence the mode of instruction
required for the class
A Well-Built Foundation for
Engagement
Students must be understood to be
overwhelmed by default when presented
with materials on cultural differences
Their curiosity should be cultivated
for the instruction to be fashioned around
eliminating prejudices and stereotypes
The instruction must encourage
students to engage with one another as
they discover new knowledge on cultural
differences together
Working together, of course, helps
ease cultural differences, especially in
highly-diverse settings
A Highly-Entertaining Learning Environment
Students are well-accustomed to doing things the fun way – they must be exposed
to new knowledge on cultural differences without the feeling of intimidation
The mode of instruction should allow greater breathing room for students to have
fun as they learn more about how diverse the world is
Sharing of different culturally-rooted perspectives should be done in a way that
doesn’t arbitrarily impose against other cultures, and encourages open-mindedness
Summary
Weaknesses in embracing multicultural education must be addressed critically, with
due respect to the belief-systems of students
A greater appreciation towards different cultures and the reality of diversity per se
must serve as the ultimate outcome of multicultural education
The understanding that not one social group is higher than another is imperative in
conducting multicultural education
References
Adams, M., & Bell, L. (Eds.). (2016).
Teaching for diversity and social justice (3 rd
ed.). New York, NY: Routledge.
Dolby, N. (2012). Rethinking
multicultural education for the next
generation: The new empathy and social
justice. New York City, NY: Routledge.
Ghosh, R., & Galczynski, M. (2014).
Redefining multicultural education:
Inclusion and the right to be different (3 rd
ed.). Toronto, Canada: Canadian Scholars’
Press Inc.
