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Multicultural Education in My Future Classroom

Dominique Van Gilst

Department of Education, University of Pennsylvania
EDUC 7323 - Multicultural Issues in Education
Dr. Vivian Gadsen
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The Importance of Multicultural Education

Multicultural education is one of the most important aspects of teaching an educator can

work to implement into their classrooms. Not only can multicultural education foster community,

it can also allow children to feel connected to their cultures, religions, abilities, as well as their

peers' identities. Furthermore, students need a strong focus in multicultural education in order to

become knowledgeable and accepting members of society. According to the University of

Kentucky, “Multicultural education prepares students to fulfill their responsibilities as citizens in

an interconnected global society…By implementing multicultural education practices, teachers

can help all students develop a positive self-concept and attain the highest levels of academic

achievement” (“Multicultural Education” 2023). When students are provided with opportunities

to explore a variety of perspectives and the sociocultural impacts of different identities, they are

more likely to be academically and personally successful. So, it is essential that educators

prioritize multicultural, inclusive, and culturally sustaining pedagogy.

Too often, students are not provided with educational materials that help them in

exploring and thinking critically about a variety of backgrounds, races, abilities, and so on. Part

of multicultural education involves allowing students to see themselves and people who are

different from them reflected and celebrated within the curriculum. As Ravitch, professor at

Teachers College explains, students can be inspired by people who are different from them in

terms of race and ethnicity, and it is extremely “narrow-minded” to think otherwise (Ravitch

2001, p. 354). Students need teachers who are committed to a multicultural focus in education so

that they can feel inspired, uplifted, and understood throughout their educational careers. It is not

enough to simply discuss differences. Educators must be willing to reflect upon their own biases,
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Lesson 3: Disability Rights

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Rationale:

I chose to incorporate the book, We Move Together by Anne McGuire & Kelly Fritsch

because I believe it will provide students with an understanding of the different ways in which

people move through the world. This book also discusses the importance of activism, and

working together. The glossary of this book is very important as well because it provides

information about accessibility, ableism, how we move, and more. A deeper understanding of

accessibility and ableism will allow students to think critically about their surroundings.

However, I believe it is important to take a closer look at just a portion of the glossary, rather

than overloading students with so much information. This is why I included discussion about

movement in the beginning of the read aloud, and an activity that allows students to think about

accessibility after the read aloud. While we take a walk around the school, I want students to

think about accessibility, and whether or not our school is accessible to everyone. Before we go

on our walk, we will read the accessibility section in the glossary and have a discussion about

what might be accessible for different people, this way they have a concrete understanding of

different forms of accessibility.

In their work about citizenship and belonging, Gutierrez, Morales, and Martinez, explain

that “Human difference has been historically addressed as being problematic in society”

(Gutierrez, Morales, & Martinez 2009, p. 217). But what if we start with helping children realize

that rather than differences and disabilities being problematic, the ways in which society thinks

about disabilities, and causes inaccessibility is what is truly problematic? This is why I believe it

is essential to help students begin to think reflectively and critically about disability at a young

age. Giving students the opportunity to question accessibility in their own school will help them
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to become more open-minded and accepting.

Finally, I think that a perfect extension for further learning can include collaboratively

writing a letter to the principal of the school asking to discuss accessibility, and ways in which

we can make our school and classrooms more accessible to everyone. Furthermore, if students

have a specific idea that is something we could work on as a class, or even as a school

community to fundraise for, that could be something to keep in mind. I also think it would be

possible to continue with lessons about disabilities through activities that highlight different

sections of the glossary throughout the year.

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Conclusion

I decided to come up with three multicultural lesson plans as part of this project because I

wanted to create something that I can actually use to help students learn in an inclusive and

responsive way. I believe that the process of completing this project has allowed me to explore

and better understand various practical multicultural texts and materials. As I stated previously,

when these lessons are taught in my classroom, it will not be a one time occurrence. I will find

new ways to expand them, as well as continue important and essential discussions throughout the

year with my students.

Furthermore, my role as an educator is a political one, which means that I want my

students to understand that their voices, backgrounds, abilities, cultures, and identities matter. In

his book about literacy education, Jeffrey Wilhelm explains his realization that teaching is

political when he states “I have a political agenda as a teacher. I have to work towards valuing

my different students’ abilities and perspectives. I have to work towards changing school so that

my students, who really are downtrodden in some sense, can feel they have a place in the school,

that they have a say and a choice in what happens to them here and out in the world” (Wilhelm

2016, p. 228). In my opinion, it is my responsibility to help students recognize that they have

agency, and the tools to create change in this world. I want my students to feel that they are able

to question, explore, and value differences in my classroom, and all classrooms. This means that

students need teachers who are committed to not only their academics, but also their personal

growth.

In addition, students need to feel as though they are loved and celebrated by their

teachers. However, love is not enough. As Muhammad explains, “Teachers and leaders must love
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the ways our children talk, learn, smile, look, sound, the ways they are loud, and the ways they

are silent” (Muhammad 2020, p. 167). Practicing strategies that allow room for multicultural

pedagogy is a piece of enacting “critical love” in the classroom (Muhammad 2020, p. 167). I

want to be the teacher who loves and cares for students in a way that allows them all to realize

their full potential, and feel confident in their differences and abilities to create change, which is

why it was so important for me to complete this project.

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