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Multicultural Perspective

Modern classrooms have embraced diversity compared to traditional classrooms. Society
has become increasingly multicultural with different cultures being represented. In addition,
existing laws encourage learners to be educated in the same classroom. Laws shield the rights of
learners and mandate learning environments to focus on inclusivity. Discrimination of a learner
based on their background has been outlawed. With the multicultural nature of society comes
added responsibilities as well as challenging. Teachers must not only teach learners from diverse
backgrounds but also prepare learners to embrace diversity (LeFrançois, 2011). Embracing
diversity is important in today’s global economy. Learners who learn about diversity are likely to
build confidence that will enhance success later in life.
The Common Core Standards were created to enhance the success of the learners. The
standards seek to ensure that the learning goals are clear (Common Core State Standards
Initiative, 2020). Standard 1 relates to research that is evidence-based. The learning activity
chosen for grade five students is to explore immigration data as well as the history of different
cultures (Common Core State Standards Initiative, 2020). The activity will involve students
being given charts, graphs, and tables that contain migration data. Students will be divided into
groups, and each group will be assigned a certain group of people. The students will then
compare the migration data while also detailing important information about the culture of the
group assigned to them. Students will make presentations in class and a discussion on migration
as well as a history of different groups of people discussed. The discussion of the history of
people from different cultures as well as migration patterns will go a long way in helping the
learners understand and appreciate the multicultural nature of society.

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The learning activity is suitable and meets the goals of multicultural education.
Integration of content refers to how a learning activity is based on content from different
cultures. The groups in class will each be assigned a different culture. The implication is that
different groups will explore different cultures. Each group in class will have a chance to explore
the history of individuals from a certain culture. The activity will also include exploring the
migration patterns. When each group makes a presentation, the whole class will have a chance of
learning about the history of different cultures as well as how different groups of people
migrated. Every learner will learn about many cultures, and this gives them the knowledge of
different cultures.
Reduction of prejudice focuses on eliminating cultural prejudices that exist. Cultural
prejudice is caused by the lack of knowledge about different cultures. Ignorance is one of the
leading causes of prejudice. When one lacks information regarding a certain culture, they often
make biased assumptions about the culture. The learning activity eliminates ignorance by giving
learners the opportunity to remain informed about the existence of different cultures. In
exploring the history and migration patterns, the learning activity empowers learners to challenge
their assumptions and beliefs. The learning activity eliminates negative assumptions founded on
ignorance and misconceptions.
Making teaching equitable relates to meeting the needs of the learners. The learning
activity takes into consideration the different races, languages, and ethnicities that exist. Society
today has become deeply multicultural due to the fact that many people have migrated across the
globe. The result is a community that has people from diverse backgrounds. However, learners
can only truly appreciate the multicultural nature of society through learning the migration
histories. The learning activity is exciting and will yield in learners learning about ethnicities,

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languages, and cultures that they previously did not know existed. The activity sparks the interest
of the learners. In so doing, the learners will be open to many opportunities.
The activity meets the goal of empowering learners. Empowering learners seek to have
them work towards achieving their academic potential. The activity fosters group work and
teamwork. Students will have a chance of discussing in groups and coming up with important
concepts relating to migration and the history of different cultures. Learners will also have the
chance to volunteer and make presentations in class. The activity is learner-centred, and this
means that learners will have the opportunity to drive the learning process. The confidence of the
learners will greatly be boosted when they make presentations. In addition, they will have the
opportunity to direct the learning process, and this will encourage them to work towards
achieving their learning goals.
The learning activity is also important since it fosters the construction of knowledge. the
Construction of knowledge deals with the promotion of different perspectives. The students will
be encouraged to work in groups. They will learn a lot about the background and history of
different cultures. Exploring different cultures will shed light on the behavioural patterns and
how culture impacts knowledge and beliefs. The students will have an opportunity of increasing
their knowledge of the different cultures that exist. The history will include aspects like beliefs
and cultural activities that are the foundation of different cultures.
In my experience, the education system did not focus on multicultural education.
Learning activities did not explore the different cultures that exist. Learners were mainly
influenced by beliefs that existed in society. The beliefs were mainly biased and unfounded. The
teachers did not make any effort to challenge existing assumptions and beliefs. Instead, learners
were forced to base their knowledge on prejudiced beliefs. When I met learners from different

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backgrounds, we did not discuss our cultures. There was a bubble that surrounded the issue of
culture, and no one seemed to have the courage to pick it open. We never sat down in groups to
discuss how the world is multicultural. We did not have an expanded and holistic worldview.
We instead only had a deeper understanding of our own cultures. No one had the privilege of
looking at issues from another person’s view. Conflicts in the classroom would emerge due to
conflicting cultural beliefs and practices. In such cases, everyone was quick to defend their
culture while pointing fingers at the other person’s culture.
One of the main barriers that contribute to the implementation of multicultural education
is the perception of the teachers. Teachers did not have the right attitude towards multicultural
education. Teachers have failed to embrace diversity fully. Teachers fail to appreciate the diverse
nature of the learners (Alsubaie, 2015). The implication is that they create a hostile learning
environment for learners from certain backgrounds. In my opinion, teachers must be open to the
idea that the learners come from diverse backgrounds. When I was learning, some students did
not feel fully appreciated. The result was that their performances were adversely affected.
Teachers often showed biases that affected the implementation of multicultural education.
Policymakers were also not willing to make the necessary adjustments. Today, policymakers
have made efforts towards designing an education system that accommodates all learners.
Though a lot still needs to be done, we have made tremendous progress. Different perspectives
have been integrated into the education process.
Growing up, my teachers should have accepted that diversity is an important aspect of
education and society. Multiculturalism is important due to the fact that it helps enrich society.
All policymakers should understand that diversity contributes to tackling the problems in society.
In addition, teachers need to be prepared for the difficult task of encouraging diversity. Teachers

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need to be taught how to challenge their assumptions and prejudices. Lesson plans need to be
designed in a way that all learners from diverse backgrounds feel accommodated (Alsubaie,
2015). Teachers have a role to play in encouraging learners from diverse backgrounds to
accomplish their educational goals. Teachers, at my time, failed to come up with learning
activities both inside and outside the classroom that would encourage the formation of a
multicultural classroom. The process begins with teachers and flows to learners. Learners can
only be encouraged by teachers to embrace multiculturalism.

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References

Alsubaie, M. A. (2015). Examples of current issues in the multicultural classroom. Journal of
Education and Practice, 6(10), 86-89.
Common Core State Standards Initiative. (2020). Read the Standards. Retrieved from
http://www.corestandards.org/read-the-standards/
LeFrançois, G. (2011). Psychology for Teaching (11th ed.). San Diego, CA: Bridgepoint
Education, Inc. Retrieved from https://content.ashford.edu/books/