What is Multicultural/Diverse Perspective Instruction?
States is becoming an increasingly pluralistic country. The traditional numerics
of "majority" and "minority" are rapidly changing (Hodgkinson, 1985). Many
educators, sensitive to the needs of students who must be able to function
emotionally and academically in our pluralistic society, recognize the need to
expose students to instruction based on multicultural/diverse perspectives - that
is to say, instruction that is not limited to an Anglo-American perspective (Duff
& Tongchinsub, 1990).
According to Banks (1990), multicultural/diverse
perspective instruction is comprised of three different and important dimensions.
The three dimensions are related to content integration, knowledge construction,
and an equity pedagogy. A brief description of each dimension follows:
Sensitive, accurate, and non-biased content
representing a variety of cultures and groups should be used to illustrate key
concepts, principles, generalizations, and theories.
As students construct knowledge about the
content, they must be helped to view concepts, issues, and problems from diverse
cultural perspectives. The mainstream-centric perspective is only one of several
perspectives from which concepts, issues, or problems are viewed.
An Equity Pedagogy
To ensure equity for all students, teachers must modify
their teaching in ways that will facilitate the academic achievement of students
from diverse racial, cultural, gender, and social-class groups.
Go on to Role of Multicultural Literature
Back to The Case for Multicultural Instruction
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