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Head Running: Why Multicultural Education? 1
Head Running: Why Multicultural Education? 1
Stephanie Cozzitorto
Multicultural education means different strategies in order to reach and educate to the
students from different cultural backgrounds. It will develop to help teachers respond better to
demographics in the classroom. The two articles “Why Do We Need This Class? Multicultural
Education for Teachers” and “Pre-service Teachers’ Preparedness for Teaching Multicultural
Students” explains that it is important for teachers and students to learn the subject of “why
multicultural education?”
The first article is “Why Do We Need This Class? Multicultural Education for Teachers”
by Valerie Ooka Pang, she wrote her story that her goal is to help teachers to create a classroom
for effective for all children. According to the “Why Do We Need This Class? Multicultural
Education for Teachers” (1994) states, “To accomplish that goal, she encourages teachers to
examine issues of race, class, and gender that may serve as barriers to equal opportunity to learn”
(p 289-292). Ms. Pang wants all teachers to learn about children’s race, gender, ethnicity, and
culture before teachers meet their students in teachers’ classroom. Ms. Pang’s idea to set
classroom name Multicultural Education for Ms. Pang to teach her all teachers. When the
teachers heard about Ms. Pang’s idea, they does not join her class because teachers are not
prejudiced or discrimination and love their students. On the first day of the classroom, Ms. Pang
asked all the teachers in front of class that she asked why they have this class. One of the teacher
responded backs and says he wants to know how to teach blacks kids or any other cultures. He
wants Ms. Pang to teach all of the teachers about students’ cultures such as their music, history,
food, etc. So the teachers will appreciate students’ culture more. Finally, all of the teachers are
Ms. Pang also wants the teachers have the opportunity to find their “voice” and to express
it. According to Ms. Pang (1994) states, “Teachers need to know that multicultural education is
the study of schooling aimed at providing all children with an equal opportunity to learn in a
culturally affirming and caring environment” (p. 289-292). She teaches her teachers about three
phases of instruction for Multicultural Education. The three phases are “Who am I? Am I
prejudiced?”, “What do I think about culturally diverse communities?”, and “What does
multicultural education look like in a classroom?” The first phase talks about teachers need to
learn who they are and better understand themselves. They have to examine who they are by
identify their own values and goals. The second phase talks about teachers need to focuses on
getting to know culturally diverse neighborhood. Ms. Pang took her class on field trips and she
wants the teachers to donate to a community organization of their choice. She also wants the
teachers to feel connections to their students in teacher’s classroom after they learned about
school neighborhood and the issues that are most important to the community. The third phase is
that Ms. Pang explains about the teaching of multiculturalism to the teachers. They learned about
what are multicultural education means and other kind of questions Ms. Pang asking her
teachers.
Students” by Joel Magogwe and Lone Ketsitlile, it explains that colleges of education in
Botswana, South Africa wants to knows if pre-service teachers are prepare to teach the students
about multicultural education before teachers can start teaching their students. College of
education also want to know what the teachers’ attitudes toward teaching to students. College
used questionnaire and interview with the students to talks about if their teachers did discuss
about multicultural education in the classroom. The teachers are required to teach the student
Head running: Why Multicultural Education? 4
about multicultural education because it is important for students to learn about their culture and
get to know each different culture. According to Magogwe and Ketsitlile (2015) states, “The
implication is that colleges of education should design programs that adequately prepare teachers
to better meet the needs of culturally and linguistically divers students in formal education to
achieve true democracy in education” (p. 276-288). The colleges in Botswana want the teachers
to teach the students about all different of cultures, race, gender, sexual orientation, etc.
Both articles are compare that the teachers need to learn about multicultural education
before entering their classroom to teach their students in the classroom on the first day of school.
Both of the articles contrast that one of the article talks about the woman name Ms. Pang tells her
story and the second article do not tell the story. The second article only explains that teachers
require to learn multicultural education before take a job and teach their students in the
classroom.
Head running: Why Multicultural Education? 5
Reference
Magogwe, Joel., Ketsitlile, Lone. (2015). Pre-service Teachers’ Preparedness for Teaching
Pang, Valerie. (1994). Why Do We Need This Class? Multicultural Education for Teachers. The