Multicultural Pedagogy in Higher Education
Running Head: MULTICULTURAL PEDAGOGY
Multicultural Pedagogy in Higher Education
Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of higher education, and it is going to do nothing but grow in abundance in the future of higher education settings in the United States. Therefore, “it is critical that colleges and universities play a leading role in preparing its constituents to function effectively in a more pluralistic society” (Benns-Suter, 1993, p. 1). In university and college efforts to prepare students for success in a multicultural world, instructors need to recognize that they can play a lead role by exposing students to multicultural awareness in their classrooms. The purpose of this paper is to discuss the importance of multiculturalism in the classroom and then, based on past research and literature, provide a guide on how to put these ideas into practice. It is meant to serve as a starting point for teachers who seek guidance in multicultural pedagogy. The specific areas covered in this paper include faculty responsibilities, environmental factors, and classroom techniques that will lead to a more multicultural experience for college students.
Faculty Responsibilities Teachers hold a central responsibility for creating an environment that nurtures multiculturalism and embraces diversity. Before examining a possible means toward the
Multicultural Pedagogy in Higher Education
Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of higher education, and it is going to do nothing but grow in abundance in the future of higher education settings in the United States. Therefore, “it is critical that colleges and universities play a leading role in preparing its constituents to function effectively in a more pluralistic society” (Benns-Suter, 1993, p. 1). In university and college efforts to prepare students for success in a multicultural world, instructors need to recognize that they can play a lead role by exposing students to multicultural awareness in their classrooms. The purpose of this paper is to discuss the importance of multiculturalism in the classroom and then, based on past research and literature, provide a guide on how to put these ideas into practice. It is meant to serve as a starting point for teachers who seek guidance in multicultural pedagogy. The specific areas covered in this paper include faculty responsibilities, environmental factors, and classroom techniques that will lead to a more multicultural experience for college students.
Faculty Responsibilities Teachers hold a central responsibility for creating an environment that nurtures multiculturalism and embraces diversity. Before examining a possible means toward the
References: Alemán, A. M. M., & Saltever, K. (2004). Multiculturalism and the American liberal arts college: Faculty perceptions of the role of pedagogy Allen, J. D. (2000). Teaching about multicultural and diversity issues from an humanistic perspective Service No. ED443791) Benns-Suter, R University, PA. (ERIC Document Reproduction Service No. ED364613) Henry, S a problem-solving tool. Lewisburg, PA: Bucknell University. (ERIC Document Reproduction Service No. ED478108) Hogan, M Locke, D. C., & Kiselica, M. S. (1999). Pedagogy of possibilities: Teaching about racism in multicultural counseling courses Maher, F. A., & Tetreault, M. K. T. (2001). The feminist classroom: Dynamics of gender, race, and privilege McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98, 653-681. Nagy, N. (2000). Fostering the exchange of ideas about diversity in the higher education classroom No. ED470706) Pang, V Rasmussen, K. L., Nichols, J. C., & Ferguson, F. (2006). It’s a new world: Multiculturalism in a virtual environment Warren, C. S. (2006). Incorporating multiculturalism into undergraduate psychology courses: Three simple active learning activities