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TES 7040
Week 7

Multi-Cultural Concepts
and
Classroom Applications
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Validating Students Cultural Identities
and Promoting Mutual Respect

Focused efforts can enhance multicultural
appreciation among students.


Regularly change posters on the wall to represent
different groups and have students add information.
Acknowledge their contributions to better understand
others.


Paint one wall of the classroom to reflect cultural
preferences for bright or soothing colors. Some
schools do allow such expressions if teachers do the
painting.


Validating Students Cultural Identities
and Promoting Mutual Respect (Contd)
Inviting parents to share recipes with short, how-to-
make presentations for tasty ethnic treats can
introduce positive expressions of different cultures.
(Imagine the impact when students realize that others
have delicious treats at home created by family
members and classmates.)

When the physical environment reflects a positive
attitude about diversity, the classroom feels safe for
all students, and negative attitudes about differences
tend to be diminished.
Learning about Diversity from The Insiders
Perspective
Umek, Kranjc, and Fekonja (2000) offered techniques (adaptable
to other levels) for preschool children to develop sensitivity to
diversity.
Stories were read about the problems Puffy the Dog and The Little
Squirrel faced because of special needs. The teachers facilitated
role-playing and discussions with the children.

The class visited a developmental unit where they played with
children with special needs.

The special needs children then visited the preschool class where the
children from the two groups drew pictures together.

The short visits provided ample opportunity for social interaction,
communication, and cooperation.



Learning about Diversity from The Insiders
Perspective
Following the events, the class made art projects depicting
people from different cultural groups, including special needs
children, and showing cultural and social differences.

To conclude the developmental series, the class heard a story
about a Native American boy who was different from the other
boys. He could not play, hunt, or compete as his village expected.

The little Indian developed new abilities as he cared for a
wounded horse, and together they discovered a world of
acceptance away from the village.

Learning about Diversity from The Insiders
Perspective
The Umek study determined that examples of positive
interaction are reinforced by multicultural activities.
The study class spoke and conveyed greater sensitivity
about children with special needs than a class without
specific training. The second group communicated
they would not play with children with different
physical appearances; the study group was positive
and comfortable with the children.
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Families as a Source of Information
Students learn to respect their cultural identity when
teacher and classmates express respect for their heritage.

Interview Activity:
Students interview members of their own families:
In class, brainstorm to discover topics for interviews that they
can bring back to the class.
Possible interview topics include stories of how a family member
learned a trade, experienced military service, overcame
obstacles, or perpetuated cultural traditions for the family.

Example of One Interview
One student learned his father had served with distinction
in Viet Nam and why he was decorated, a part of his fathers
life he had not known about before the interview.
In turn, the pride the young man expressed taught the class
to view the Vietnamese students immigrant stories with
more respect.
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Community Members as Sources of Information
A safe learning environment encourages students to use
language that promotes openness and understanding.

Creating a multicultural calendar heightens diversity
awareness and global perspectives.

Students can gather multicultural artifacts from the
community by visiting businesses and organizations that will
share posters, symbols, icons, maps, flags, and other articles
that celebrate difference.

A picture of Special Olympic winners, a Hmong flag, a Chinese
New Years money envelope, a picture of Uncle Sam on the
Fourth of July, and countless other representations can be
added to a calendar that displays convergent themes, special
events and celebrations of the world.
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The Culturally Inclusive Learning Environment
As educators we can create multicultural respect for all students
and enhance learning within safe, adaptive class environments.

The texts A Course for Teaching English Learners (326-333) and
Culturally Responsive Teaching: Theory, Research and Practice
(110-119) offer insightful references and concepts that provide
specific guidelines for multicultural learning experiences.

The ideas offered are meant as prompters to apply the ideas that
you as teachers have or have seen taught. You are encouraged to
use all or parts of any idea that will contribute to diversity
awareness and understanding for your classes.
References
Umek, L. M., Kranjc, S., & Fekonja, U. (2000). Child
development in the context of multicultural pre-
school education (Report No. NCRTL-RR-OO-O).
(ERIC Document Reproduction Service No.
ED450957).