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Intersections
Paul Freeman
Edu 512
Dr. Selina Thedford
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Abstract
Through my years of living and enjoying life, I have always maintained a personality of
openness. Not being a judgmental individual has allowed me opportunities of accepting each
person that I associate with socially or professionally. My attitudes, values, and beliefs regarding
race, gender, class, sexual identity, and ability/disability, are for total equality and acceptance. I
am not here to be judgmental. I am here for the betterment of society as a whole.
In my youth I participated in sit in demonstrations. I saw and heard many negative things
during this experience. However, I discovered that these situations did not transform my attitude
into angry or hostile, but instead created a determination to not let ignorance and injustice form
opinions that altered my ability to remain open minded and tolerant of the differences of others. I
firmly believe that I can only live a life of fullness by allowing each individual the freedoms that
I expect and continue to support.
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Intersections
Multicultural education is a process of instruction that includes all individuals regardless
of race, ethnicity, gender, class, sexual identity, ability and disabilities. This method of learning
is approached through a transformational learning process.
Philosophy, which is a Greek word defined as the love of wisdom, is the rational attempt
to formulate, understand, and answer fundamental questions. Multicultural education’s primary
objective is to utilize philosophy to encourage students to acknowledge and appreciate cultural
similarities and differences.
Alternate Definition and Theory of Multicultural Education
An alternate definition and theory of multicultural education was developed by Dr. James
A. Banks, who created “Five Dimensions” for multicultural education. His “Content Integration
Dimension” deals with the extent to which teachers use examples and content from a variety of
cultures and groups to illustrate key concepts, generalizations, and issues within their subject
areas of disciplines.” Content Integration’s” inclusion of Asian, Mexican, and African American
cultures in the curriculum with subject matters that pertain to their ethnicities helps to broaden
the dimension into other areas of study. One of Dr. Banks’ primary concerns when developing
his “Five Dimensions” was expansion. He felt that multicultural education should be included in
any subject being taught. I am inclined to agree! Wherever education is being taught it should
include “Content Integration.”
Five Approaches to Multicultural Education
According to Harvard Review (Sleeter and Grant, 1987), Christine Sleeter and Carl Grant
defined the sociopolitical power to define multicultural education as their “Human Relations
Approach,” which develops positive relationships among diverse groups and individuals. This
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approach is designed to fight stereotyping and promote unity. However, critics of this approach
think that it simplifies cultures and identities and avoids analyzing the causes of discrimination
and inequality; thereby, running the risk of promoting feel good tactics and weakness in
academic achievement. One such critic, Geneva Gay (2004) (p. 193) contends that curriculum
desegregation requires every discipline to be analyzed and should be extended to all subjects
being taught. Also, “Gay (2003) describes developmental paradigms that bridge multicultural
theory and practice as a growing process. Gay (2004) further explains that multicultural
education through the instructional approaches and the shift pedagogy (i.e. the science of
teaching youth) places value on “how to effectively teach diverse students, as well as what to
teach them.
A Comparison and Contrast of the Various Multicultural Education Approaches
In my opinion, James A. Banks and Geneva Gay make the strongest statements
concerning multicultural education. Banks’ “Five Dimensions” are all very strong. Gay’s
philosophy also carries weight, particularly her contention that we have not advanced to an
acceptable point in multicultural education beyond “Brown vs. The Board of Education. I
strongly agree with Gay’s belief that children can become more knowledgeable through
multicultural education if it’s taught effectively.
Sleeter and Grant’s theories also have value; however, in their second approach on
“Human Relations” appears to be out dated. In some ways it fosters an old way of thinking and
the growth achieved utilizing this approach seems to happen at a slower pace.
In comparing these three scholars and their determinations to see multicultural education
reach its peak they all make valuable contributions and they all feel that society still has
mountains to climb for total equality
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My Personal and Professional Philosophy of Multicultural Education
Multicultural education has a vast amount of scholars. They all appear to have
interchanging opinions. My concerns for me are extreme because I personally know that injustice
and racism has been overbearing to African American societies. Minorities overall have had a
problematic situation in the educational system. I have never had the pleasure or problem in
teaching; however, I do think that there should be some serious efforts to encourage more male
minorities to become educators. Their visibility alone would be welcomed.
Also, multicultural education has made an impact on the desire and determination to
create an equitable pedagogy, but until all ethnicities are allowed to contribute equitably the
diversity will be unjust.
Action Plan
The action plan that I am developing is based upon the teaching style of Julie Wilson
because I believe she did everything possible to create equality inclusiveness. Therefore, my
action plan includes:

Create reading assignments that involve all students and ethnicities

Role playing
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Storytelling

Field trips
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References
Banks, J. A. (1979) Shaping the Future of Multicultural Education.
Grant, Carl, & Sleeter, Christine (2006) Turning on Learning and Making Choices for
Multicultural Education.
Kessler, Gary E. (1997) Voices of Wisdom.
Merriam, Sharon B., Caffarella, Rosemary S., & Baumgartner, Lisa M. (2007) Learning in Ad
Adulthood: A Comprehensive Guide.