Multicultural Diversity:

A Challenge to Global
Teachers

Diversity of Learners in
Multicultural Classrooms

Color of the skin

Ethnic group
Languages
Socio-economic backgrounds

Multicultural Education
enables teachers and educators
to give values to the differences
in knowledge and experiences of
the learners

Fraser-Abner (2001)
Suggestions:
Be sensitive and aware
Never make assumptions
Avoid stereotyping
Get to know each student
Look into your own conscious
Plan your activities
Infuse multicultural instructional
materials
8. Collaboration and cooperation
1.
2.
3.
4.
5.
6.
7.

Guiding Principles:
1. Pre-Service teacher education
programs
2. Equitable opportunities
3. Social skills
4. School Curriculum
5. Eliminate stereotyping
6. Values

Some of basic assumptions

that enhance Teacher
Development:

1. No two learners are exactly the same.

2. Children in all classrooms are
heterogeneous
3. Strategies that work with one learner
may not work with another
4. Students background and experiences
should be considered
5. Community members can assist
teachers in facing issues

Reflection!
Mrs. Rosa Rose a teacher and raised in
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, 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.

Visiting International Faculty

Program (VIF)
Largest cultural exchange program for
teachers and school
Dedicated to transforming lives through
international exchange of teachers
Offers highly qualified teachers from
around the world serving as teachers and
cultural ambassadors in the United States.

VIF Purposes and Beliefs

1. All schools should have at least one
international exchange teacher
2. All students should be exposed to a
variety of exchange teachers during their
academic careers
3. All communities should have an equal
opportunity to develop globally literate
citizens to help build a foundation for
success in the global marketplace.

History of VIF

It was founded in 1987

Kindergarten up to grade 12 in 1989
North Carolina Department of Public Instruction
In 1996 VIF was asked to recruit teachers in other
subject areas
Expanded areas including the states of South
Carolina, Georgia, Virginia, Maryland, Florida, and
California
International teachers are coming from more than 50
countries of the world such as, Australia, Canada,
Chile, New Zealand, Ecuador, Mexico, Spain and
Philippines

Fullbright Teacher Exchange

Program
Promote mutual understanding
between the United States and
countries around the world.
Involves a year or semester direct
exchange with a counterpart in
another country teaching the same
subject at the same level

Inter-African Teacher
Exchanges
To provide opportunity for teachers to learn
from teaching environment in other African
countries
To extend experiences and widen the horizon
of African teachers by encouraging exchange
visits to countries outside Africa
To create cultural awareness and tolerance of
developments in different African education
environments

Activities:
Be stationed at one school for one
week and another for another week
Observe teaching in the said
teachers subject
Guest teach using ICTs at the schools
that the teacher is visiting
Discussions with teachers in another
school
Write a journal of their exchange visit

Canadian Educators Exchange

Non-profit foundation which handles
both student and educator
exchanges
Educators and students have an
opportunity to broaden their
understanding of one anothers
cultures, customs, and languages

Two kinds of Professional

Development Experiences:
1. One Year Exchange enables
teachers in Alberta to swap their jobs
(and homes) with teachers in countries
Australia, New Zealand, UK, Germany
and US for a period of one year. During
this time, teachers continues to be
paid by his or her school board in
Alberta.

2. Short-Term Exchange occurs

during spring and summer holidays,
enables teachers and administrators to
job shadow with the counterpart in
another country

Global Teachers Millennium Awards

This program is limited only to
participating countries, it is
important to learn that the Global
Exchange program contributes to the
quality of teachers worldwide.

This program aims to:

Change the lives of UK educators,
personally and professionally by
encouraging them to fulfill their
aspiration and use their talents in
innovative ways;
Ensure benefits for staff and pupils of
UK schools and their local
communities through the
dissemination of innovative
development education;

This program aims to:

Support the aims and activities of
Links educational programs in South
Africa, Ghana and Uganda;
Set a standard and develop a model
for other similar scheme

Intention of the Program:

Increased knowledge of people and life in
developing countries
Better understanding of how UK is linked with
other countries
More positive attitudes towards people and life in
developing countries-challenging stereotypes
and beliefs in shared humanity
More positive attitudes towards multicultural
nature of UK society-challenging of stereotypes
and embracing of diversity

A Global teacher in this program is:

Thinks and acts both locally and globally

Embraces the worlds rich variety of ways of life
Understands that this world is interconnected
Committed Believes in education
Has professional and personal skills
Brings the world into their classroom
Encourages dialogue and partnership
Can inspire others