Multicultural Diversity: A

Challenge to Global
Teachers
All men are pretty much
alike. It is only by culture
that they are set apart
- Confucius-
Introduction
In this lesson you will learn
concepts about multicultural
education, classrooms and find
ways to accommodate in
teaching and learning the
diversity of learners.
Diversity of Learners in Multicultural
Classrooms
Do you agree that no two students are the same?
Do you believe that learners do not come from the
same mold?
Does Gardner's Multiple Intelligence Theory
provide explanations for the diversity of learners?
James Banks (1975 in Sadker. 1991), a leading
researcher in the area of students, the major
goal of multicultural education is to transform
the school so that the male and female students,
exceptional learners, as well as students coming
from diverse cultural, social-class, racial and
ethnic groups will experience an equal
opportunity to learn in school."
Diversity or differences among our students
have placed greater demands to teachers in
today's schools. Students may differ in race
which is commonly indicated by the color of
the skin. They may belong to different ethnic or
religious groups and speak different languages.
In most public schools students come from a
wide range of socio-economic backgrounds.
Increasing number of children come from
families that are plagued by poverty,
unemployment, frequent relocations, limited
access to high quality medical and social
services and perhaps crime ridden
neighborhoods.
In the midst of this diversity, the students are
supposed to be given equal opportunities to
education. Thus, there is a need for curricular
and instructional modifications, teaching
styles, re-examination of teachers' attitudes,
beliefs and perception. This movement called
multicultural education enables teachers and
educators to give value to the differences in
prior knowledge, experiences of learners
from diverse background and familiarity with
students' histories of diverse cultures
(Haertel, 1998).
The inclusion of learners with special
needs has also increased diversity in
schools. Environmental adaptation of
classrooms, behavior support plans,
cooperative learning, peer tutoring
and team teaching are some of the
responses of multicultural education.
 Taking into account the diversity in schools is a
major challenge. Every one's heritage is given due
respect, and differences should be regarded as
strengths to build on rather than deficits to be
overcome. However, a focus on group differences may
lead to a basis for stereotyping which multicultural
teachers have to avoid (Gallimore & Goldenberg,
1998).
Culture evolves over time. One result of this
process is beliefs and practices help us adapt to
persistent and changing circumstances. These beliefs
and practices are organized as models or schema
about how things work. Practices that are proper
develop and help individuals or groups survive in this
ever changing world environment.
 Accommodating Cultural
Differences and Commonalities
A teacher does not have to go abroad to be
able to encounter diversity in the classroom. The
issue of cultural majority-minority in the classroom
has posed a challenge to teachers, where the girls
are more than the boys, the natives are more than
those immigrants, the rich are less than the poor and
many other divides that greatly influence how the
teacher would accommodate differences and
commonalities. Added to this, is the fact that
sometimes the teachers come from a culture that is
different from where their students belong.
 The teachers themselves are unaware of the
cultural norms that exist in the diverse culture, which
often times interfere with teaching and learning.
Therefore it is very important for a prospective teacher
like you to be knowledgeable about differences in
cultures, religion, ethnicity and even language of your
students. Their values and experiences may be entirely
different from your own.
To assist you in understanding your multi-
cultural learners, Fraser-Abner (2001) offers the
following suggestions:
•Learn as much about and become as sensitive to
and aware of racial, ethnic, cultural and gender
groups other than your own.
•Never make assumptions about an individual
based on your perception of that individual's
race, ethnicity, culture or gender.
•Avoid stereotyping.
Get to know each student as a unique individual:
Walk in the footsteps of all your students.
Other suggestions include the following:
Look into your own conscious and subconscious biases about the
people who are different from yourselves in race, ethnicity, culture,
gender or socioeconomic status,
Plan your activities within a multicultural framework while making your
classroom a safe and secure haven all the students.
Infuse multicultural instructional materials and strategies in your
teaching.
Foster collaboration and cooperation among your learners, parents and
teachers.
Try to consider the above suggestions and you will be able to contribute
to a caring and nurturing learning environment that embraces all
students with different backgrounds. A caring environment will always
enhance academic achievement. It will also help your school to
successfully meet the challenges and the benefit from the diversity that
now characterize our classroom and our schools.
 Diversity in the schools of the country as
well as in other schools in the world is also an
opportunity. Our country as well as other
countries are enriched by the ethnic, cultural
and language diversity among the citizens and
among its schools. Whenever this diversity
exists, intergroup tension, stereotypes and
discrimination develop. This becomes an
opportunity for teachers and school to help
unify individuals and citizens as a contribution
to a democratic and pluralistic society.
 In view of this purpose, some guiding principles
which were adapted from an interdisciplinary group of
psychologists, political scientists, sociologists and
multicultural specialists, are hereby presented, to wit:
1. Pre-service teacher education programs should help
prospective teachers understand the complex
characteristics of ethnic groups in ways race, ethnicity,
language and social class interact to influence students
behavior.
2. Teachers should ensure that all students have equitable
opportunities to learn and to perform to a standard.
3. Teachers should help students acquire social skills
needed to interact effectively with students from other
racial, ethnic, cultural, language of social groups.
4.The school curr helps students understand that
knowledge is socially constructed and are reflective
of the social, political and economic context in which
they live and work.
5. Schools should provide all students with
opportunities to participate in extra-and co-curricular
activities that develop knowledge, skills and attitudes
that increase academic achievement and foster
positive intercultural relationships.
6. Teachers and students should learn to reduce or
eliminate stereotyping and other related biases that
have negative effects on racial and ethnic relations.
7. Schools should provide opportunities for
students from different racial, ethnic, cultural
and language groups to interact socially under
conditions designed to reduce fear and anxiety.
8. Teachers should teach and students should
learn about the values shared virtually by all
cultural groups like justice, equality, freedom,
peace, compassion and charity among others.
Multiculturalism has broadened and deepened our
traditional curriculum into a wider range of accommodating
cultures not of the teachers' culture alone. It has underscored
fundamental concepts which before were given less
importance. This section has clarified some of basic
assumptions that enhance teacher development.
No two learners are exactly the same.
Children in all classrooms are heterogenous.
Strategies that work with one learner may not work with
another
Student's background and experiences should be considered
when teaching.
Community members from various ethnic groups can assist
teachers in facing issues of ethnic differences and similarities.
Take Action!
By groups or cluster, choose only one of two actions.
1. Let us make observations if the concepts we learned
are present in our classrooms. Secure the necessary
permit to observe in a classroom. Based on your
observations, answer the following questions: 1.1 How
do the children differ from each other in one class?
1.2 Identify in what aspect do they differ? Describe
the difference.
a. Culture
b. Ethnic origin
c. Religion
d. Gender
e. Economic status
1.3 What behaviors of the children in the classroom
indicate the diversity in the backgrounds?
1.4 What did the teacher do to respond to this
diversity?
2. Using the worldwide web, identify at least two three
learners (elementary or high school) from other parts
of the world Example: 1 from Asia, 1 from America and
1 from Europe. Identify their characteristics as an
individual and as a learner. What are the similarities?
What are the differences? Share your observations with
the class.
Make a Reflection
Situation 1:
Mrs. Rosa Rose a teacher born and raised in
the Visayas married a Tausog in Jolo, Sulu. The
marriage necessitated her to transfer teaching in
the place of her husband who is also a teacher.
Coming from a different family background in terms
of religion, ethnic origin, and social background.
Mrs. Rose has to adjust to her present relocated
residence. She was accepted to teach in one of the
elementary schools in the area where a mixture of
different ethnic groups are enrolled. Reflect on the
situation given.
Reflection:
1. What teaching challenges will Mrs. Rose
encounter with her diverse students?

2. How would she address these challenges as a

multicultural teacher?

3. What personal dilemmas will she encounter? If

you were in her place, what would you do?
Situation 2
You are to teach in an international school in Indonesia. You
graduated from one of the teacher education institutions in
the Philippines. The school curriculum is American-based, but
your students come from different countries but majority are
Indonesian nationals.
1. What challenges are seen in your classroom?
2. How would you prepare to meet these challenges?

Self-check Question
1. Name at least five characteristics of a multi-cultural
classroom.
2. What are some guidelines for a teacher who handles
children with diverse background?
3. List some cultural stereotypes that must be avoided.
For educational purposes only.

Reference: Purita P. Bilbao et.al.

The Teaching Profession. Lorimar
Publishing Inc.Cubao Quezon City,
Metro Manila
Assignment
Study the Basic Laws on the
Professionalization of Teaching
• Presendential Decree 1006
• Republic Act No. 7836
• Republic Act No 9293