Assessment Task 2

Jarrod Regan

Group Topic: Multicultural Education

Individual Topic: Benefits of Multicultural Education for Classroom Relationships

Teachers within the modern classroom need to be able to identify and support students from a
variety of backgrounds and context in an effort to provide adequate and equal education for
all students. This is the practice of Multicultural Education. In order to provide this
education, teachers must apply particular classroom practices that support all students and
allow for the teacher and their students to develop a healthy and supportive classroom
relationship. This relationship creates an environment that helps to eliminate the crux of
stereotyping, prejudice, racism and bigotry (Wilson, 2012, p. 1) and to help the student
move away from a narrow way of thinking to a more global perspective (Galczynski &
Ghosh, 2014, p. 66). Both of these perspectives highlight two of the primary benefits of
multicultural educational practise and the two themes which will be reviewed, the removal of
cultural stereotypes and negative labelling, and the development of inclusive perspectives and
critical thinking within the classroom environment and teacher practise.

Removal of Cultural Stereotypes and negative labelling

The first benefit addressed in the literature is the progressive removal of stereotyping in
teacher classroom work and student relationships. M. Lee Manning and co. suggest that
stereotyping is severely damaging to interpersonal counselling and the outcomes of
educational benefits (Manning, Baruth, & Lea, 2017, p. 41) for students if applied by a
teacher or fellow student. Chezare Warren furthers emphasises this point by linking teacher
pedagogy to the application of stereotyping within the classroom environment. Warren
explains that students become increasingly aware of the personal bias or applied stereotypes
of their teachers as both parties develop their relationship in the classroom (Warren, 2014). In
effect the current research suggests that a teachers perceptions on a given culture or society
does eventually surface through teacher practice for students, which can be severely
damaging for students educational goals. M. Lee Manning provides some method in the
removal of these particular bias within their own teaching practise, stressing the use of
careful self-reflections and using the multicultural education classrooms to become more
aware of their own enforced stereotypes and how it is applied in the classroom (Manning,
Baruth, & Lea, 2017, p. 41). The teachers own personal bias and perspectives should be
considered in multicultural education as these perspectives have found to be linked to
classroom practice. These biases affect student learning and should be carefully considered in
multicultural educational practices in order to remove any perception of stereotyping or
labelling by the teacher from students.

Teachers can use multicultural education in strategies which expose and evaluate the
labelling perspectives of students towards their fellow students, which in the research further
builds classroom community and relationship. As suggested by Ratna Gosh and co. the
primary point of multicultural education is to help students move away from a narrow way
of thinking to a more global perspective (Galczynski & Ghosh, 2014, p. 66) and as such the
literature stresses that teachers should implement classroom activities that develop critical
thinking towards negative labelling and multicultural people for their students (Galczynski &
Ghosh, 2014). Kathy Brashears suggests that teachers should provide opportunities for
students to identify with a particular culture which helps erase stereotyping by providing

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concrete experience and knowledge (Brashears, 2012). Youb Kim and co further add, the
careful design and implemented teaching activities that support the kinds of educational
experiences.build cultural understandings and insights about diverse children (Kim,
Mason, & Turner, 2015, p. 112) which will further students understanding of particular
students and begin to eliminate any negative labelling that could be levelled towards
multicultural students. The selection of experiential classroom activities allow for teachers to
address and illuminate students towards the inaccuracy of stereotyping. Multicultural
education enables teachers to address their own views as well as simultaneously supplying
students with new levels of knowledge and understanding of their fellow students, which as
the research suggests, eliminates the use of negative labelling and stereotyping which effects
student relationships and student learning.

Inclusive classrooms and critical thinking.

The second theme to emerge from classroom relationships and multicultural education
research is the building of inclusive classrooms and students which allow teachers to apply
critical thinking in their practice and for their students. James Forrest and co. explain that
teachers need to become focused on combatting racists or negative behaviours by students
through multicultural education using strategies that use targeted critical thinking activities
which fosters cultural inclusiveness (Dunn, Forrest, & Lean, 2017). This relates to teacher
practise focusing on a selected process of engaging students in critical thinking which makes
comparisons between the issue presented and the attitudes and beliefs of their fellow students.
Angelina Sanchez-Marti and Alma A. Ramirez-Iniguez stress that this is accomplished
through the simple act of group work which strengthen the social ties between students,
especially if they have different backgrounds, which leads to inclusion (Ramirez-Iniguez &
Sanchez-Marti, 2012, p. 497) as the action of discussion develops relationships between
students as the relationship have a bearing on attitudes, emotions, individual welfare, self-
esteem, prejudices and acceptance among others (Ramirez-Iniguez & Sanchez-Marti, 2012,
p. 497).

The research further enforces the practise of class discussion in multicultural teaching
practices as the best method for building critical thinking and immersing students with other
cultures of interest. The research dismisses simple group discussion, instead, the research
emphasises teachers providing students with deep critical moments where there is a focus on
particular aspects of a culture and students are able to fully question and discover these
aspects of a differing culture in a personal manner. Carmen Alvarez directs this point that
class discussion for students should be an opportunity to connect different points of view,
listening and being listened to, arguing their points, putting themselves in place of another
(lvarez, 2014, p. 341) and multicultural education can provide these opportunities of
inclusion as teachers can open this form of critical dialogue in their classroom. The depth of
these discussions build inclusiveness in multicultural classes as a class that build a discursive
classroom, increases the likelihood of building strong relationships which strengthens
students educational performance (Ramirez-Iniguez & Sanchez-Marti, 2012). A teachers use
of critical reflection allow for students to develop an inclusive attitude as the depth of
knowledge and understanding that a student builds through the describes group work, enables
students of differing cultures to related and foster strong relationships with one another in the
classroom.

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Conclusion
Current research on multicultural education suggests that the practise of multicultural
education creates two benefits for classroom relationships between students and their teacher;
first, is the removal of stereotyping in classroom work and teacher perspective, and second,
an enhanced sense of inclusiveness in the classroom between students. Both of these benefits
have research that emphasise that teacher classroom practices is key to the successful
implementation of multicultural perspectives which result in these benefits. Teachers that
have a strong sense of self awareness in their own interactions with their students and enact
careful planning in classroom activities, provide a basis to question negative labelling with
fellow students and build their own awareness of the impact these perspectives have on their
fellow students. Group discussions that focus on critical thinking is core to the teaching
practices in a multicultural classroom as it enables students to build a depth of knowledge
through personal understanding and acceptance of another persons views or culture which
results in the strengthening of inclusive relationships with students and teachers alike.
Applying these principles should be evident within classroom practice and further research
into its application can result in more methods of allowing students to develop critical
thinking and build strong classroom relationships which at this current moment is a limitation
in the research.

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 Reference List
lvarez, C. (2014). Dialogue in the classroom: The ideal method for values education in

multicultural contexts. Proceida: Social and Behavioral Sciences, 132, 336-342.

doi:10.1016/j.sbspro.2014.04.319

Brashears, K. (2012). Appalachian picturebooks, read-alouds, and teacher-led discussion:

Combating stereotypes associated with the appalachian region. Childhood Education,

88(1), 30-35.

Dunn, K., Forrest, J., & Lean, G. (2017). Attitudes of classroom teachers to cultural diversity

and multicultural education in new south wales, australia. Australian Journal of

Teacher Education, 42(5), 17-34. doi:10.14221/ajte.2017v42n5.2

Galczynski, M., & Ghosh, R. (2014). Redefining Multicultural Education, 3rd Edition:

Inclusion and the Right to be Different (3rd ed.). Toronto: Canadian Scholar's Press.

Kim, Y., Mason, P. A., & Turner, J. D. (2015). Getting into the zone: Cases of student-

centered multicultural literacy teacher education. Action in Teacher Education, 37(2),

102-119. doi:10.1080/01626620.2015.1013162

Manning, L. M., Baruth, L. G., & Lea, L. G. (2017). Multicultural education of children and

adolescents (1 ed.). New York: Taylor & Fancis.

Ramirez-Iniguez, A. A., & Sanchez-Marti, A. (2012). Inclusive education: An examination of

school relationships and student interactions. Intercultural Education, 23(6), 491-500.

doi:10.1080/14675986.2012.736751

Warren, C. A. (2014). Towards a pedagogy for the application of empathy in culturally

diverse classrooms. Urban Rev, 46, 395-419. doi:10.1007/s11256-013-0262-5

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Wilson, K. (2012). Multicultural education. edChange, 4. Retrieved from

http://www.edchange.org/multicultural/papers/keith.html

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Research Proposal
The research method I intend on using in analysing the benefits of Multicultural Education is
observation of one class that contains a focus on multicultural perspectives and education
such as Society and Culture or History, if available. I intend to conduct three observations
over the course of six week. The first week will provide a base line of negative labelling of
multicultural students in the classroom and the level of inclusiveness students present with
their interactions. Subsequent observations will be conducted and the final week of the block
will determine any changes or improvements that students present by the end of my
observation period.

The primary focus of this observation will be on the methods and actions of the teacher and
their practice of multicultural education in supporting the removal of stereotyping, labelling
and fostering inclusiveness amongst all students. Of particular note will be the application of
critical thinking activities and strategies which allow students to question and develop a keen
understanding of other cultures and other students which current research suggests. Other
noteworthy observations will be focusing on different methods that a teacher may apply in a
classroom in order to promote critical thinking and produce the same benefits to the
classroom and teacher/student relationships.

In summary the key focus areas of observation will be the following:

Signs of critical thinking in teacher practice and strategies
Students ability to question and refine understanding of cultures with both the
teacher and fellow students.
Strategies of approaching multicultural understanding, including group discussion.
Increased signs of inclusiveness between students and classroom dynamics and
the limiting of negative language (such as stereotyping) within the classroom
environment.

Included underneath is the observation table which will be used during the observation period
and further refined into a report for each class observed. Furthermore there is also attached a
consent form which will be supplied to the teacher before conducting any observations of the
class.

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 Observation Table
Class: Week: Period:
Time Observations

Key Observations and Notes:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________________________________________

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Dear Potential Participant:

I am working on a project titled Benefits of Multicultural Education for Classroom Relationships for the
class, Researching Teaching and Learning 2, at Western Sydney University. As part of the project, I am
collecting information to help inform the design of a teacher research proposal.

The research conducted during this period is focused on the various benefits that are generated in
multicultural education in terms of the removal of negative language or behaviour, e.g. stereotyping and
prejudice, and the development of inclusive attitudes within the classroom environment. This research
links teacher practice and strategies to these benefits. Recorded observation of three classes during a six
week period will provide a basis of knowledge in accurately determining this link and if different
strategies from the research also allow for the same benefits to occur. Other classes may be observed in
order to provide more evidence or if suggest by the teacher of the classroom.

By signing this form, I acknowledge that:

I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
I consent to the recorded observation of three classes during a six week period with any further
non-recorded observation sessions if suggest by the teacher or if further background knowledge
is required of the classroom environment.
I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the Researching Teaching
and Learning 2 unit, and that all personal details will be de-identified from the data.
I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.
By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the persons participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

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Research for the use of Observation

In teaching research the act of observation enables a researcher to be fully immersed within
the classroom environment and teacher practice. The immediacy of observing a class in real
time allow for a researcher to become involved with the class dynamic and environment,
which reveals the complex nature of the classroom environment (observation skills). This is
particularly relevant when a study focuses on the development of classroom relationships
which this research focuses with a lens of multicultural education and teacher strategies
enhancing these dynamics. The engagement that observers find in the classroom reveals these
relationships, especially when teachers and students use language to include or exclude
various individuals (observation skills p14) which is an element of this research paper and
further supports the use of observation data as an accurate tool in deciphering classroom
relationships. As this research paper looks towards the improvement of relationships through
multicultural education, the observation of particular exchanges, particularly between
teachers and students, as well as the observation of particular activities designed by a teacher
to engage in critical thought, would be beneficial as the evidence of such improvements
becomes clear in the observation process.

Clarity of goals in the observation process also help to align the researcher to the intended
research observations. As suggested within the data protocol described above, these
observation session have intended areas of observation which refine and narrow the focus of
the researcher and reveal the desired information of the research required. This form of
observation is referred to Systematic Observation where there is a set of codes in the
observation guidelines which correspond to specific indicators of interest and focus for an
observer (the profits p11). The systematic observation for this research will focus on the
following; student interactions with other students, the use of negative language or
behaviours towards multicultural students, the teachers specific selection of students for their
perceived abilities, the various activities or strategies that teachers use to enhance critical
thinking of cultures and if these benefits are only accomplished by group discussion, as the
research suggests, or if there are other methods of inciting such critical thinking. Outlining
particular goals and focuses for this observation will improve the quality of observation
information provided as Systematic Observation allows for a researcher to narrow down their
focus to a particular set of ideas, which increases the likelihood of uncovering evidence for
the research while also removing any additional distractions or observations that have no
relevance to the study of multicultural education and its benefits in classroom relationships.

The observation data will provide the means for the larger group work research focus of
Multicultural Education to have tangible, in class practice examples of how multicultural
education effects the classroom dynamic and if the practice of multicultural education does in
fact improve on the educational experience of students from various cultures. Such data will
also outline any strategies that can be implemented in a classroom environment that enhance
the use of Multicultural education in teaching practice which will provide clear evidence if
used in the development of action research and the development of a new unit of work that
fosters the growth of multicultural students within the classroom. As a result this research

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will greatly enhance the development of the group task which will be implements in
Assessment task 3

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 Reference List

Borich, G. D. (2014). Observation skills for effective teaching: Research-based practice (7th

ed.). New York: Taylor and Francis. Retrieved August 15th, 2017, from

http://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=4332590

Olszewski, B. (2012). The profits and perils of classroom observation. Learning & Leading

with Technology, 39(6), 10-11. Retrieved August 14, 2017, from

http://trove.nla.gov.au/work/163514158?q&versionId=178237561

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