1. Briefly describe the goals and philosophy of multicultural education.

Goals of the Multicultural Approach

 Empowerment of students and their guardians.
 Increase in cultural pluralism.
 Expanded knowledge about many cultures, groups, and societies.
 Professional practice that is increasingly guided by increased multicultural knowledge.
 Increased civic action.
Philosophies of multicultural education
Perennialists
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. The focus is to teach ideas that are everlasting, to seek
enduring truths which are constant, not changing, as the natural and human worlds at their
most essential level, do not change. Teaching these unchanging principles is critical. Humans
are rational beings, and their minds need to be developed.
The loftiest accomplishments of humankind are emphasized the great works of literature and
art, the laws or principles of science. Advocates of this educational philosophy are Robert
Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who
further developed this curriculum based on 100 great books of western civilization.
Essentialism
Essentialists believe that there’s a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennials, Essentialists accept the idea that this core curriculum may
change. Schooling should be practical, preparing students to become valuable members of
society.
Progressivism
Progressivisms believe that education should focus on the whole child, rather than on the
content or the teacher. This educational phiosophy stresses that students should test ideas by
active experimentation. Learning is rooted in the questions of learners that arise through
experiencing the world. It is active, not passive. The learner is a problem solver and thinker
who makes meaning through his or her individua experience in the physical and cultural
context. Effective teachers provide experiences so that students can learn by doing.
Curriculum content is derived from student interests and questions. The scientific method is
used by progressvist educators so that students can study matter and events systematically
and first hand. The emphasis is on process-how one comes to know.
Deconstructionism/Critical Theory
Social deconstructionism is a philosophy that emphasizes the addressing of social questions
and a quest to create a better society and worldwide democracy. Reconstructionist educators
focus on a curriculum that highlights social reform as the aim of education. Theodore
Brameld (1904-1987) was the founder of social Reconstructionist, in reaction against the
realities of World War II. He recognized the potentia for either human annihilation through
technology and human cruelty or the capacity to create a beneficent society using technology
and human compassion.
2. Why the study of multicultural education for school Teachers is important?
Multicultural education is important for school teachers because it helps them understand and
appreciate the diverse backgrounds, cultures, and experiences of their students. By
incorporating multicultural education into their teaching practices, teachers can create a more
inclusive and welcoming learning environment that respects and values the diversity of their
students.
 Multicultural education helps teachers to recognize and challenge biases and stereotypes,
both in themselves and in their students.
 It encourages teachers to reflect on their own cultural biases and to develop strategies for
addressing them in their teaching. By doing so, teachers can help their students develop a
more open-minded and tolerant attitude towards others who may be different from them.
 Multicultural education equips teachers with the knowledge and skills necessary to
effectively teach students from diverse backgrounds.
 It provides them with strategies for differentiating instruction and adapting their teaching
methods to meet the needs of students with diverse learning styles and cultural
backgrounds.
 It helps to ensure that all students have an equal opportunity to succeed academically and
socially.
 It helps them create a more inclusive and respectful learning environment, challenge
biases and stereotypes, and effectively teach students from diverse backgrounds.

3. What is Diversity? How do you plan to accommodate it in your schools and what are
the major problems you come across related to diversity in your schools?
Diversity refers to the presence of a wide range of differences within a group or society,
including but not limited to race, ethnicity, gender, sexual orientation, age, religion, abilities,
and socioeconomic status. It is about recognizing and valuing these differences and creating
an environment where everyone feels included, respected, and supported.
Ways to accommodate diversity in schools are several steps that can be taken:
1. Fostering an inclusive and welcoming school culture: Schools should promote a culture of
respect, tolerance, and acceptance, where all students feel valued and supported.
2. Providing diverse curriculum and resources: Schools should ensure that their curriculum
and resources are inclusive and representative of diverse perspectives and experiences.
3. Offering support services for diverse students: Schools should provide support services and
programs that cater to the specific needs of diverse students, such as English language
learners, students with disabilities, and students from low-income families.
4. Fostering a sense of community: Schools should encourage students, parents, and staff to
come together and celebrate their differences.
Major problems related to diversity in schools can include:
 Bias and discrimination
Schools may struggle with bias and discrimination, both from students and staff. This can
create a hostile and unwelcoming environment for diverse students, leading to lower
academic achievement and higher dropout rates.
 Lack of diversity in the curriculum
Schools may struggle to provide a diverse curriculum and resources, which can limit students'
exposure to diverse perspectives and experiences.
 Inadequate support services
Schools may not provide adequate support services for diverse students, such as English
language learners, students with disabilities, and students from low-income families.
 Inclusive school culture
Schools may struggle to create an inclusive and welcoming school culture, where all students
feel valued and supported.
4. What are the teachers and describe it misconceptions held by the school community
in general and students in particular about multiculturalism and diversity?
Several misconceptions held by teachers, the school community in general, and students in
particular about multiculturalism and diversity.
Some of these Misconceptions include:
Multiculturalism and diversity are promoting one specific culture or group over others
Reality: Multiculturalism and diversity are about recognizing and valuing the differences
among people, including but not limited to race, ethnicity, gender, sexual orientation, age,
religion, abilities, and socioeconomic status. It is about creating an inclusive and welcoming
environment where everyone feels valued and supported.
Multiculturalism and diversity are only about race and ethnicity.
Reality: While race and ethnicity are important aspects of multiculturalism and diversity, they
are not the only ones. Multiculturalism and diversity also encompass other differences, such
as gender, sexual orientation, age, religion, abilities, and socioeconomic status.
Multiculturalism and diversity are only about students of color.
Reality: Multiculturalism and diversity are about recognizing and valuing the differences
among all people, regardless of their race or ethnicity. This includes students of color, as well
as white students with disabilities, students from low-income families, and students of other
marginalized groups.
Multiculturalism and diversity are only about academic achievement.
Reality: While academic achievement is an important aspect of multiculturalism and
diversity, it is not the only one. Multiculturalism and diversity are also about creating a safe
and inclusive learning environment, fostering empathy and understanding, and preparing
students for success in an increasingly diverse world.
Multiculturalism and diversity are only about students.
Reality: Multiculturalism and diversity are about creating an inclusive and welcoming
environment for all members of the school community, including students, teachers, staff,
and parents. It is about fostering a sense of community and belonging, where everyone feels
valued and supported.
In there are several misconceptions held by teachers, the school community in general, and
students in particular about multiculturalism and diversity. These misconceptions can hinder
our ability to create an inclusive and welcoming school environment, where everyone feels
valued and supported.
5. Briefly explain what should be included in secondary school education curriculum
and the potential problems both teachers face in teaching children of diverse
backgrounds.
Secondary school education curriculum should include a range of diverse perspectives,
experiences, and voices to help students understand and appreciate the world around them.
This can include:
Diverse literature and texts: Including literature and texts from diverse authors, cultures,
and time periods can help students understand and appreciate different perspectives and
experiences.
History and social studies: Including diverse voices and perspectives in history and social
studies classes can help students understand the contributions and experiences of different
cultures and groups throughout history.
Cultural studies: Offering courses or units focused on diverse cultures, traditions, and
practices can help students learn about and appreciate different ways of life.
Global perspectives: Incorporating global perspectives and issues into various subjects, such
as science, math, and language, can help students understand the interconnectedness of the
world and the impact of their actions on others.
Diversity and inclusion: Providing professional development opportunities for teachers to
learn about different cultures and backgrounds, as well as creating policies and practices that
support diversity and inclusion can help teachers effectively teach students of diverse
backgrounds.
Potential problems both teachers face in teaching children of diverse backgrounds
include:
1. Lack of diverse curriculum and resources: Teachers may struggle to find diverse
literature, texts, and resources to include in their classrooms, which can limit students'
exposure to diverse perspectives and experiences.
2. Inadequate support services: Teachers may not have access to adequate support services,
such as English language learners, students with disabilities, and students from low-income
families, which can hinder their ability to help these students succeed academically and
socially.
3. Inclusive school culture: Teachers may struggle to create an inclusive and welcoming
school culture, where all students feel valued and supported. This can be challenging,
especially in schools with a history of bias and discrimination.

4. Stereotypes and biases: Teachers may hold stereotypes and biases about diverse students,
which can hinder their ability to effectively teach and support these students.
By including a range of diverse perspectives, experiences, and voices in the secondary school
education curriculum and providing teachers with the necessary support and resources, we
can help students understand and appreciate the world around them and prepare them for
success in an increasingly diverse global society.
6. Explain the main characteristics of effective teachers should do and follow while
teaching in multicultural settings.
Effective teachers in multicultural settings should possess several key characteristics
and practices, including:
1. Cultural competence: Effective teachers should have a deep understanding of and respect
for the diverse backgrounds, cultures, and experiences of their students. This includes being
aware of their biases and prejudices and actively working to overcome them.
2. Inclusive classroom environment: Effective teachers should create an inclusive and
welcoming classroom environment, where all students feel valued and supported. This can be
achieved by using diverse literature, texts, and resources, as well as by incorporating diverse
perspectives and experiences into lesson plans and discussions.
3. Flexible instructional strategies: Effective teachers should be able to adapt their
instructional strategies to meet the diverse needs of their students. This can include using
different teaching methods, such as cooperative learning, project-based learning, and
technology integration, to engage students of various learning styles and backgrounds.
4. Differentiated assessment: Effective teachers should be able to design and implement
assessments that are fair, valid, and reliable for students of diverse backgrounds. This can
include using alternative assessment methods, such as portfolios, presentations, and
performances, to assess student learning and understanding.
5. Professional development: Effective teachers should engage in ongoing professional
development opportunities to enhance their knowledge and skills in teaching and learning in
multicultural settings. This can include attending workshops, conferences, and other
professional development events, as well as participating in mentoring and coaching
programs.
6. Collaboration and communication: Effective teachers should be able to collaborate and
communicate effectively with parents, students, and other stakeholders to ensure that all
students receive the support they need to succeed academically and socially.
By possessing these key characteristics and practices, effective teachers can help create a
positive and inclusive learning environment for students of diverse backgrounds, where
everyone feels valued and supported.