Chapter 11:
Education That Is Multicultural
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
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Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
11-1
Education That Is Multicultural
Teaching that is multicultural requires the incorporation of
diversity throughout the learning process.
Our knowledge about our students’ cultures will allow us to make
the academic content of our teaching more meaningful to
students by relating it to their own experiences and building on
their prior knowledge.
Making teaching and the classroom multicultural is an essential
step in empowerment for both teachers and students.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
11-2
Place the Student at the Center of Teaching
and Learning
Encouraging
Student
Voices
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Multicultural teachers seek,
listen to, and incorporate the
voices of students, their
families, and communities.
• Culturally responsive teaching
requires educators to recognize
the incongruence between the
voice of the school and the
voices of students.
11-3
Place the Student at the Center of Teaching
and Learning
Engaging
Students
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Culturally responsive
teaching encourages
student participation,
critical analysis, and action.
• Curriculum should engage
students in collective action
to improve their
communities.
11-4
Establish a Classroom Climate that Promotes
Human Rights
The
School
Climate
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Staffing composition and patterns should
reflect the diversity of the country and/or
region.
• Student government and extracurricular
activities include students from different
cultural groups.
• Multiculturalism should be reflected in
every aspect of the educational program.
• Discrimination against students from
different cultural groups should not be
tolerated.
11-5
Establish a Classroom Climate that Promotes
Human Rights
Hidden
Curriculum
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Schools have a hidden
curriculum that consists of the
unstated norms, values, and
beliefs about the social relations
of school and classroom life that
are transmitted to students.
• The hidden curriculum must also
reflect diversity if education is to
become multicultural.
11-6
Establish a Classroom Climate that Promotes
Human Rights
Messages
Sent to
Students
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Educators unknowingly
transmit biased messages to
students.
• When educators are able to
recognize the subtle and
unintentional biases in their
behavior, positive changes can
be made in the classroom.
11-7
Establish a Classroom Climate that Promotes
Human Rights
Student and
Teacher
Relationships
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Relationships among teachers
and students determine the
quality of education.
• Teachers who know their
subject matter, believe that all
students can learn, and care
about students as individuals
can have a great impact on
students and their learning.
11-8
Establish a Classroom Climate that Promotes
Human Rights
Student and
Teacher
Communications
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Lack of skill in cross-cultural
communications between students and
teachers can prevent learning in the
classroom.
• Miscommunication occurs when the same
words and actions mean something
different to the individuals involved.
• Teachers who are aware of differences can
redirect their instruction to use the
communications that work most
effectively with students.
11-9
Believe that All Students Can Learn
Focus
on
Learning
• Joint productive activity: Teachers and students
producing together facilitate learning
• Language development: Developing language
across the curriculum improves competency in the
language and literacy of instruction.
• Contextualization: Connecting teaching and
curriculum to students’ lives gives meaning to the
subjects being taught.
• Challenging activities: Teaching complex thinking
challenges students to develop cognitive
complexity.
• Instructional conversation: Teaching through
conversation engages students through dialogue.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
11-10
Believe that All Students Can Learn
Hold High
Expectations
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Students tend to meet the
expectations of the teacher, no
matter what their actual abilities are.
• Educators should develop strategies
to overcome negative expectations
they may have for certain students
and plan classroom instruction and
activities to ensure success for all
students.
11-11
Believe that All Students Can Learn
Create
Caring
Relationships
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• A caring teacher has high expectations
for students, and pushes students to
meet those high expectations.
• Caring teachers overcome their racial
biases and do not stereotype students.
• Caring teachers are patient, persistent,
and supportive of students.
11-12
Acknowledge Life Histories and Experiences of Students
and Families
Implementing
a
Multicultural
Curriculum
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Culturally response teaching affirms the
cultures of students, views the cultures
and experiences of students as
strengths, and reflects the students’
cultures in the teaching process.
• A multicultural curriculum supports and
celebrates our diversity in the broadest
sense; it includes the histories,
experiences, traditions, and cultures of
students in the classroom.
11-13
Acknowledge Life Histories and Experiences of Students and
Families
Reflecting
Culture in
Academic
Subjects
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Culturally responsive teaching
increases academic
achievement because the
subject matter is taught within
the cultural context and
experiences of the students
and the communities served.
11-14
Acknowledge Life Histories and Experiences of Students and
Families
Incorporating
Multiple
Perspectives
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Students need to learn that
individuals from other ethnic,
religious, and socioeconomic groups
may have perspectives on issues
and events that are different from
their own.
• Culturally responsive teaching
requires examining sensitive issues
and topics.
11-15
Acknowledge Life Histories and Experiences of Students and
Families
Addressing
Inequity
and Power
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Many students are questioning the
power relationships and inequity
that they are experiencing in their
lives.
• Teachers should address sensitive
topics in developmentally
appropriate ways, relating the
topic to the realities of their
students’ lives.
11-16
Model Social Justice and Equality
Developing
Critical
Thinking
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Students who are taught
multiculturally learn to think critically
about what they are experiencing.
• Students should be encouraged to
question the validity of information
presented in texts and other sources.
• They should be encouraged to
explore other perspectives.
11-17
Model Social Justice and Equality
Fostering
Learning
Communities
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Interactions and understandings
among people from different racial
and ethnic groups increase as they
work together on meaningful projects
inside and outside the classroom.
• In social justice education, these
projects address equity, democratic
practices, and critical social issues in
the community.
11-18
Model Social Justice and Equality
Teaching
as a
Political
Activity
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
• Politically active teachers
are advocates for children
who have been
marginalized by society.
• Politically active teachers
work for equity, democracy,
and social justice.
11-19
Preparing to Teach Multiculturally
Know Yourself and Others
• Know your own cultural identity.
• Learn about groups other than your
own.
• Make an effort to interact with
people who are culturally different
from you.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
11-20
Preparing to Teach Multiculturally
Reflect on Your Practice
• Reflect continually on your practice in the
classroom.
• Ensure that content of textbooks and curriculum
accurately portray diversity and perspectives
beyond the dominant culture.
• Think about ways you can use the students’
cultures to help them learn the subjects and skills
you are teaching.
Gollnick/Chin
Multicultural Education in a Pluralistic Society, 9e © 2013, by
Pearson Education, Inc. All Rights Reserved.
11-21