PRE-SERVICE TEACHER CANDIATES WORKING WITH MULTI-CULTURAL CLASSROOMS

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Table of Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

LITERATURE REVIEW1

Multiculturalists Education1

NCATE Standards for Multicultural Education4

Diversity Standard7

Preparing Pre-Service Educators Programs8

Culturally Relevant Teaching10

Removing Misconceptions11

Multicultural Curriculum Reform14

REFERENCES17

LITERATURE REVIEW

Multiculturalists Education

According to Gay (1995), the term “multicultural education" has developed numerous definitions over time, depending on the cultural attributes for different groups of diversity. However, other definitions direct their focus on the groups' social problems, usually groups that have been placed in an oppressive state by a dominant group through politically motivated power and the redistribution of financial resources. Gay (1995) explains that all of these different definitions of multicultural education do have multiple objectives that are similar when compared with one another (Gay, 1995). It has been agreed that multicultural education programs must contain various objectives, such as the identification of cultural and ethnic groups, cultural pluralism, the redistribution of opportunities and resources for equity for all diverse groups, and addressing political and social issues that are deeply embedded in our historical context of oppression of particular cultural subgroups.

Theorists identify multicultural education as a viewpoint, an educational methodology of reform through the use of multicultural principles within certain subject areas of the school's instructional programs. However, the fact needs to be kept in mind that multi-cultural education will prepare, introduce, and enhance knowledge towards the celebration of cultural and diverse groups, particularly centering on being bi-cultural in our society. However, the school's policies and procedures must be reviewed and revised for the school's improvement to implement multicultural education programs. Various multiculturalists have agreed that the effectiveness of multiculturalism is important and crucial for the existence of the society's structure. The phenomenon of multicultural education tends to inculcate a broader definition of the multicultural umbrella. Moreover, Gay (1995) continues on by stating that many multiculturalists have agreed upon the complex implementation of multicultural education. They believe that multicultural education will affect the dynamics of all education at each structural level, including curriculum and instruction, school administration, academic performance and achievement, counseling programs, and lastly but most importantly, the climate of the school. The promotion of diversity allows the door to be swung open for the opportunity to incorporate diversity throughout all educational levels. In turn, it will simultaneously create a culturally pluralistic sense of pride, together with an authentic understanding that diversity is a positive element of education (Rodriguez, 1983).

Gay (1995) stipulates that the procedural steps to adopt for multicultural education in the school setting must be a reflection of multiple aspects, such as bi-lingual's, racial representation, and traditions and norms of the cultural and ethnic groups ...