.1 Multiculturalism An Introduction

In the wake of political correctness much has been lost in the definition of multiculturalism. Much that is touted as multiculturalism is indeed not:

• Choosing two minority writers to read during the month of February is not multiculturalism.
• Refraining from racial epithets in public is not multiculturalism.
• Going to a minority physician is not multiculturalism.

Though all of these in of themselves may be fine and even advisable under some circumstances, it does not define you as a multicultural educator. That involves a commitment to address all your students with their various cultural needs.

Multiculturalism is a fundamental awareness that other people view the world differently. This may seem like an oversimplification; however, a great deal of miscommunication stems from a lack of this awareness. Human beings are products of their race, gender, ethnicity, age, religion, socioeconomic standing and experiences within those frames.

Since we educate the whole child, not just his/ her cognitive ability, it is incumbent upon the educator to understand all aspects of the child. As the classroom becomes more and more diverse, student educators have to be prepared to be amateur sociologists in addition to academic experts.

A student's perspective and experience influences how he/ she codes, stores and in turn retrieves information. Teachers can be adept at their academic area; however, without discovering a way to impart that expertise to students, they will never be great educators. The first thing an educator has to do is to come to terms with his \ her own prejudices and stereotypes. We all carry with us our own frames based on our experiences. Sometimes these are accurate and essential for our safety.

For instance: As small children we are taught not to touch the stove - it will burn us. We are only given this simple message, because that is all we need to know and as much as we can handle. When warning my toddler, I do not tell him not to touch the stove accept under the following circumstances and then enumerate every possible acceptable circumstances that he may come across to touch a stove in his lifetime. However, as that toddler grows with increasing abilities, those circumstances expand and he will learn to use the appliance safely and appropriately.

This is also true of the lessons we give children about strangers. As we grow our definition of stranger changes. If they did not, we would be forced into a life of hermits.

Our stereotypes and prejudices work in a similar fashion. We may have very simplistic concepts of people or groups of people, but as we mature, we broaden our definitions. Not all stoves burn. Only a small portion of the stove, when turned on, will burn. Similarly, not all Muslims are fundamentalists. Not all fundamentalist Muslims wish for revolution. Not all fundamentalist revolutionary Muslims are militant. Not all fundamentalist revolutionary militant Muslims are kidnappers. However, I was a preteen when Iranian students took the American Embassy personnel in Tehran hostage. My father is a career military man and I knew the dangerous ramifications of these extremists' actions on American citizens abroad. I watched the nightly news with a vested interest every night and it would be irresponsible for me to say that did not
color my perspective. This is not to say twenty some years later I am afraid of Islamic people, but I had to consciously recognize from where that young impression came. I had to recognize the inconsistency between my juvenile impression and reality.

This is not to suggest that one spend months in therapy or on a mountaintop purging oneself of all racist ideas. It takes a lifetime of openness to new ideas and people. As you encounter people or populations with whom you are not familiar, it pays to have an open mind. If negative feelings surface, be willing to address their real cause before acting on them.

With that said, the remainder of this chapter provides examples of how cultural and religious perspectives can influence the learning environment for non-majority students. This is not to be viewed as a handbook for teaching all non- "white-Christian-heterosexual male" students. This is not an exhaustive discussion on everything you will ever need to teach every child. You will undoubtedly notice that many subcultures have been omitted. This is not an intentional slight on my part. The truth is no document could truly represent the total experience of any race or culture of a people. Moreover, no retelling of my experiences could replace the value of your own experience. This is merely an attempt to replicate a travelogue for the journey you are beginning.

It is incumbent upon every educator to research his/ her own community. Once you sign a contract, you are a public servant as surely as the mayor or the police chief. If you are going to address the needs of your students you have to understand the milieu from which they come. Talk to the people in the community you serve, even if you grew up in the town. You may be surprised how differently things appear from the vantage point of the big desk.

Talk to the students. More importantly, listen. Stand in the commons during class changes. If you have a strong stomach and hardy character, stand in the cafeteria. Most children, like their elders, love to talk about themselves. Encourage that informal conversation during non-instructional time. They will teach you a myriad of thing about their values, family structure and social norms. Your students will collectively teach you more in your lifetime than you can ever imagine. Relish it.

Talk to the people in the community. Attend "Culture Day" events, especially if it is a celebration of a culture other than your own. Attend the public festivals and educate yourself on the children you teach. Not only will you discover a whole new world, but you will gain the respect of your students. Respect is another word bantered around; however, when the children know you care about them as whole, valuable people, your classroom becomes a haven to learn and grow.

	No Parrot Question	Answer Here
	Mrs. Brown is an experienced high school teacher that has worked in the same school system for thirty years. One of her students becomes pregnant and must have special accommodations met while she is pregnant. How can Mrs. Brown learn to approach the students that she teaches today versus the students that she taught thirty years ago, and the different circumstances that occur more often today than they did thirty years ago?	Answer Here