Bahir Dar University

Continuing and Distance Education Office

College of Education & Behavioral Sciences
Department of Teacher Education & Curriculum Studies
Academic Year: 2015(2023) Semester: 1
Course Title: Teaching in a Multicultural Setting. Course Code: PGDT
422
Total Weight:
1.Multicultural education is a philosophical and practical approach to teaching and
learning that recognizes the diversity of students' backgrounds, experiences, and
perspectives. Its major goal is to prepare students to live and work in a diverse society
and to promote social justice and equity. Multicultural education has several major
philosophies and goals, including:
1. Cultural pluralism: This philosophy recognizes and values the diversity of cultures,
languages, and traditions that exist in society. It promotes the idea that all cultures are of
equal value and should be respected and celebrated in schools and other educational
settings.
2. Equity and social justice: This philosophy recognizes that some students may face
discrimination or marginalization based on their race, ethnicity, gender, sexual
orientation, religion, or other factors. It aims to promote equity and social justice by
addressing these systemic issues and creating a more inclusive and equitable educational
system.
3. Global awareness: This philosophy recognizes the interconnectedness of the world
and the need for students to develop a global perspective. It aims to promote awareness
and understanding of different cultures and perspectives, and to prepare students to
participate in a global society.
4. Critical thinking and reflection: This philosophy emphasizes the importance of
critical thinking and reflection in understanding and analyzing cultural issues and
perspectives. It encourages students to question their own assumptions and biases, and to
develop a deeper understanding of themselves and others.
2.Multicultural education has its roots in many different historical and cultural contexts
around the world. Here is a brief overview of some of the key developments in the
historical development of multicultural education worldwide:
1. Civil rights movement in the United States: In the 1950s and 1960s, the civil rights
movement in the United States brought attention to issues of racial inequality and
discrimination. This led to a growing awareness of the need for education that
recognized and valued diversity.
2. Indigenous education movements: Indigenous people around the world have long
advocated for education that recognizes and values their cultures and traditions. In many
countries, indigenous education movements have led to the development of educational
programs that incorporate indigenous knowledge and perspectives.
3. Cultural studies: cultural studies emerged as a field of study that focused on the ways
in which culture and society shape individuals and groups. This approach emphasized the
importance of understanding and valuing cultural diversity.
4. Migration and globalization: The movement of people and ideas around the world
has led to an increased awareness of cultural diversity and the need for education that
prepares students to live and work in a global society.
5. International agreements and declarations: International agreements and
declarations, such as the United Nations Declaration on the Rights of Indigenous Peoples
and the International Convention on the Elimination of All Forms of Racial
Discrimination, have highlighted the importance of education that promotes cultural
diversity and equity.
3.Diversity refers to the wide range of differences that exist among individuals, including
differences in race, ethnicity, gender, sexual orientation, ability, religion, language, and
culture. Accommodating diversity in schools involves creating an inclusive and equitable
learning environment that recognizes and values these differences, and promotes social
justice and equity.
To accommodate diversity in schools, there are several strategies that can be
implemented, including:
1. Curriculum and instruction: Developing a curriculum that reflects the diversity of
students' backgrounds and experiences, and using instructional strategies that are
culturally responsive and inclusive.
2. Professional development: Providing professional development opportunities for
teachers and staff to learn about cultural diversity, equity, and social justice, and to
develop the skills to support diverse learners.
4. There are several misconceptions held by the school community, including teachers
and students, about multiculturalism and diversity. Some of these misconceptions
include:
1. Multiculturalism means ignoring the dominant culture: Some people mistakenly
believe that multiculturalism means ignoring or devaluing the dominant culture in favor
of other cultures. In reality, multiculturalism is about recognizing and valuing the
diversity of all cultures, including the dominant culture.
2. Multiculturalism is only about celebrating differences: While celebrating
differences is an important aspect of multiculturalism, it is not the only goal.
Multiculturalism also aims to promote understanding, tolerance, and respect for cultural
differences, and to create a more equitable and inclusive society.
3. Multiculturalism is only relevant for certain groups: Some people believe that
multiculturalism is only relevant for certain groups, such as immigrants or minorities. In
reality, multiculturalism is relevant for everyone, as we all have cultural backgrounds
and experiences that shape who we are.
4. Diversity is a problem to be solved: Some people view diversity as a problem that
needs to be solved, rather than as an opportunity to learn and grow. This perspective can
lead to a narrow-minded approach to multiculturalism that fails to recognize the value of
diversity.
5. Colorblindness is the best approach to diversity: Some people believe that the best
approach to diversity is to be colorblind, or to ignore race and ethnicity altogether.
However, this approach can be problematic, as it fails to recognize the ways in which
race and ethnicity shape individuals' experiences and perspectives.
5. Teacher education curriculum should include a range of topics and strategies to
prepare teachers to work effectively with students from diverse backgrounds. Some key
components that should be included in teacher education curriculum are:
1. Cultural competence: Teachers need to develop cultural competence, which involves
an understanding and appreciation of the ways in which culture and identity shape
students' experiences and perspectives.
2. Multicultural education: Teachers should learn about the principles and practices of
multicultural education, including how to incorporate diverse perspectives and
experiences into the curriculum and how to create an inclusive and equitable learning
environment.
3. Differentiated instruction: Teachers should learn how to differentiate instruction to
meet the needs of diverse learners, including those with different cultural backgrounds,
languages, and abilities.

4. Family and community engagement: Teachers should learn how to build

partnerships with families and the community to support student learning and to promote
understanding and respect for cultural diversity.
Potential problems that teachers face in teaching children of diverse backgrounds
include:
1. Bias and stereotypes: Teachers may hold biases and stereotypes that can impact their
interactions with students from diverse backgrounds and their expectations for student
achievement
2. Limited cultural competence: Teachers may lack the cultural competence and
knowledge needed to effectively support diverse learners, which can lead to
misunderstandings and ineffective instruction.
3. Language barriers: Teachers may face language barriers when working with students
who speak a different language, which can limit their ability to effectively communicate
with students and families.
4. Limited resources: Teachers may have limited resources, such as time, funding, and
staff, to effectively support diverse learners and to create an inclusive and equitable
learning environment.
6. Teaching in diverse settings requires teachers to employ a range of strategies to
effectively support and engage all learners. Some strategies that teachers can use include:
1. Culturally responsive teaching: Teachers should use culturally responsive teaching
strategies that recognize and value students' cultural backgrounds and experiences, and
that incorporate diverse perspectives and experiences into the curriculum.
2. Differentiated instruction: Teachers should differentiate instruction to meet the needs
of diverse learners, including those with different cultural backgrounds, languages, and
abilities.
3. Positive classroom culture: Teachers should create a positive classroom culture that
promotes understanding, tolerance, and respect for cultural differences, and that values
diversity.
4. Community and family engagement: Teachers should build partnerships with
families and the community to support student learning and to promote understanding
and respect for cultural diversity.
5. Multicultural resources: Teachers should use multicultural resources, such as books,
videos, and other materials, that reflect the diversity of students' backgrounds and
experiences.

6. Language support: Teachers should provide language support for students who speak
a different language, including bilingual instruction and translation services.
7. Ongoing professional development: Teachers should engage in ongoing professional
development to develop their cultural competence and to learn about new strategies and
resources for teaching in diverse settings.
7. Effective teachers who are teaching in multicultural settings should possess certain
characteristics and follow specific guidelines to ensure that they are able to meet the
diverse needs of their students. Some of the main characteristics and guidelines for
effective teachers in multicultural settings include:
1. Cultural competence: Effective teachers in multicultural settings have a deep
understanding and appreciation of the cultures and identities of their students. They are
able to recognize and value the diverse backgrounds and experiences of their students.
2. Inclusive and equitable teaching practices: Effective teachers in multicultural
settings use teaching practices that are inclusive and equitable, and that respect the
diversity of their students. They use teaching methods that are culturally responsive and
that take into account the different learning styles and abilities of their students.
3. Communication skills: Effective teachers in multicultural settings have strong
communication skills that allow them to effectively communicate with students and
families from different cultural and linguistic backgrounds. They are able to use a variety
of communication strategies to ensure that all students are able to understand the content
of the lesson.
4. Knowledge of multicultural education: Effective teachers in multicultural settings
have a strong knowledge of multicultural education, including the principles and
practices of multicultural education, and how to incorporate diverse perspectives and
experiences into the curriculum.
5. Positive classroom culture: Effective teachers in multicultural settings create a safe
and positive classroom culture that promotes understanding, tolerance, and respect for
cultural differences, and that values diversity.
6. Differentiated instruction: Effective teachers in multicultural settings differentiate
instruction to meet the needs of diverse learners, including those with different cultural
backgrounds, languages, and abilities.
7. Ongoing professional development: Effective teachers in multicultural settings
engage in ongoing professional development to develop their cultural competence, and to
learn about new strategies and resources for teaching in diverse settings.