Multicultural Literacy seeks to address issues pertaining to social justice and social

difference in the classroom and society. This approach focuses on implementing an

inclusive and diverse approach to education where all student identities are valued and
respected in the classroom. Multicultural Literacy seeks to encourage students to
challenge their thinking to be more critical to help develop citizens who will be prepared
to adapt and interact in a diverse society (Laura Hamilton, personal communication,
Thursday, February 15th, 2018). Canada is comprised of a diverse society including
many cultures and ethnicities, therefore, we must promote multicultural values to
develop a respectful and inclusive society. Multicultural Literacy seeks to “remove
discriminatory biases and barriers to student achievement and well-being that relate to
ethnicity and race, faith, family structure and socio-economic status as well as to sexual
orientation, ability and mental health” (Ontario Ministry of Education, 2013, p. 1).

“Culture goes much deeper than typical understandings of ethnicity,

race and/or faith. It encompasses broad notions of similarity and
difference and it is reflected in our students’ multiple social identities
and their ways of knowing and of being in the world.” (Ontario Minsitry
of Education, 2013, p. 1).

Why is Multicultural Literacy Important?

Multicultural Literacy serves as an effective tool in enabling students to gain a better
understanding of both their own culture and other cultures. By encourage deeper
knowledge, “relationships can be strengthened, bridged the gap between students from
diverse cultural backgrounds” (Marianne Grasso). It is educator’s responsibility to foster
an environment that ensures that, “all students feel safe, welcomed and accepted, and
inspired to succeed in a culture of high expectations for learning, schools, and
classrooms must be responsive to culture.” (Ontario Ministry of Education, 2013, p. 1).

How will I incorporate Multicultural

Literacy in my classroom?
As an educator, I think it is important to incorporate various texts, literature, resources
that reflect all multicultural identities in the classroom. As ignoring difference often
means ignoring integral aspects of one’s identity such as historical, social, structural,
and cultural realities”(Mogadime, &Smith, 2007, p. 7). Thus, the exclusion of identity
and voice from the classroom can lead to student disengagement.  One way I would
incorporate multicultural literacy is implementing identity texts that promote various
multilingual languages in the classroom. An identity text refers to “artifacts that students
produce. Students take ownership of these artifacts as a result of having invested their
identities in them. These texts (written, spoken, visual, musical, or combinations in
multimodal form) hold a mirror up to the student in which his or her identity is reflected
back in a positive light” (Ontario Ministry of Education, 2011, p. 2). Each identity text is
unique in a sense that it is relevant to the lives of each student. For example, students
can create a dual language storybook that is written in English then the story is
translated into the student’s home language (Cummins et al., 2005).  The students
would then share their language with the language to demonstrate. By incorporating
identity texts, it gives marginalize students the chance to share their home language
when it is not typically acknowledged or reflected in the curriculum. Therefore, it is
important to implement a curriculum that incorporates literacies with a multilingual, and
cultural perspective of their students. This bridges a gap that creates a connection with
their students, families, and staff that demonstrate that their languages, home cultures
are valued.
How is Multicultural Literacy Connected
to Other Literacies?
Critical Literacy can be connected to Multicultural Literacy as it aims to teach students
to develop critical thinking skills on a variety of issues (e.g. race, culture, ability, gender,
social justices etc.) and acceptance of all people,  that will prepare them to interact in a
culturally diverse society (Roberge, 2013). In society, there are hierarchies that exist of
power, domination, and exclusion arise to separate those who are different from the
perceived norm. As a result, racial minorities who do not fit under the dominant identity
are left at a great disadvantage. One way I would incorporate the topic of race and
privilege into my classroom with an activity that demonstrates privileges “Crossing The
Line Activity.” This activity will demonstrate that those who are associated with the
dominant social identity group are granted certain privileges in life, which they may
intentionally or unintentionally not recognize. The participants will line up, the leader will
state a few statements and if it applied to the people, they would step in the middle on
the line and those would remain where they were if it did not apply to them and they will
reset for each statement. Each statement was based on privilege that was related in
terms of money, family, support, background, education, etc. As shown in the video,
there are individuals with privileges to gain advantages because of the membership of
social identity which demonstrates the reality of how some have more and don’t realize
it or value. This activity can be incorporated in various ways does not have to be
restricted to race and privilege. I would adapt some of the statements that would be
tailored to my students depending on what age they are.
By combining Digital Literacy, Media Literacy, and Multicultural Literacy will
encourage students to challenge hidden biases, stereotypes and negative
representation pertaining to race when viewing media advertisements. This will help
students to critically think and become more consciously aware of the discrimination
that is present in mass media that continues to perpetuate stereotypes. For example,
have students examine commercials such as H&M ad depicting a black child in a
sweatshirt saying “Coolest Monkey in the Jungle” this particular ad was viewed as racist

and stereotyping. 

Global Literacy can be connected to Multicultural Literacy where students are able to

learn more about their own cultural backgrounds as well as others different nationalities,
cultures, and customs, and become more globally aware. For an activity students, will
create a picture of themselves and attach a string to where they are from to represent
the various countries that comprise the classroom.

Mental Health Literacy can be linked with Multicultural Literacy by having students

examine mental health through the lens of another culture and how certain factors
impacted various diverse groups (gender, race, ability, language, etc.) For example, in a
national context in relation to Canada have students examine residential schools and
how this impacted the mental health of the indigenous population. In my classroom, I
would incorporate Gord Downie’s book “Secret Path” and have my students examine
the hardships Indigenous people experience within Canada and how this has affected
their culture and communities.
Moral/ Character Education Literacy can be connected to Multicultural Literacy by
having the students research how morals and values differ in various cultures around
the world. For example, it is considered moral for women to receive an education in
Canada, however, in Afghanistan, this is seen as immoral. It is important to recognize
different cultures have certain beliefs of what they perceive is moral or not and we must
respect that in the classroom.

Finacial Literacy can be connected to Multicultural Literacy by having students examine

Fair Trade around the world. By teaching fair trade students will become more
conscious consumers by understanding the impact of their purchasing choices how it
benefits workers around the world to receive fair wages. In my classroom, I will take my
students to a local grocery store to complete a Fair Trade Scavenger Hunt. Students will
recognize products that they use or consume whether it is fair trade products or not.
Students will have the oppourtunity to learn the variety of fair trade products that are
available to purchase at their local grocery store. The Fair Trade Scavenger Hunt will
help children to recognize fair trade labels, learn what the label means, and understand
why fair-trade products are important. Students can research the wages fair trade
farmers receiver compared to non-fair trade farmers pertaining to a specific product. By
teaching students to buy fair trade products helps them to be responsible consumers
when thinking about where their money is going towards when they purchase a product.
This can further expand to Environmental Literacy where students will research a
product and the environmental implications that go with it.
References

Cummins, J., Bismilla, V., Chow, P., Giampapa, F., Cohen, S., Leoni, L., & … Sastri, P.
(2005). Affirming Identity in Multilingual Classrooms. Educational Leadership, 63(1), 38-
43.

Mogadime, D., & Smith, S. R. (2007). Including Muslim Teachers’ Sensibilities into
Wider National and International Discussions About Culturally Responsive
Pedagogy. International Journal Of Diversity In Organisations, Communities &
Nations, 7(4), 217.

Ontario Ministry of Education. (2011). Capacity building series: student identity and

engagement in elementary schools (secretariat special edition #20). Retrieved
from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/
CBS_StudentIdentity.pdf

Ontario Ministry of Education. (2013). Capacity building series: Culturally responsive

pedagogy towards equity and inclusivity in Ontario schools (secretariat special edition #
3). Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/
CBS_ResponsivePedagogy.pdf

 Roberge, G. D. (2013). Promoting critical literacy across the curriculum and fostering

safer learning environments. [electronic resource]. [Toronto] : Literacy and Numeracy
Secretariat, June 2013.