1. Explore academic subjects such as history, reading and mathematics from a perspective that has been traditionally excluded from the curriculum.
- When studying the Revolutionary War, have the students examine this event from the perspectives of African Americans, American Indians, women and other groups.
- Explore the ways in which mathematics is used in other cultures (i.e., an abacus for mathematical calculations) when introducing different approaches to instruction.
- Create a cultural history library within the school. This involves having the students obtain written or oral stories, poems and legends from their family members. The library then becomes a collection of cultural experiences that can be explored by the other students.
- Involve local community members in the educational process. This can range from police officers discussing law enforcement to local business operators instructing the students on the workings of small businesses. The exposure of students to a variety of life experiences will begin the process of affirming diversity within the classroom.
Inter-group cooperation without competition tends to promote more positive
attitudes and relationships between majority and minority individuals than either interpersonal competition or individualistic efforts.
Example: Jigsaw method of cooperative learning.
- Creates interdependence among individuals by assigning key components of the learning tasks to each member and structuring peer-interaction in groups.
- Ensures that completion of the task is dependent on mutual cooperation of group members.
Burns, C., & Fenstermacher, K. (1998). Multicultural Education: Current Status and Future Directions. PATHWAYS TO TOLERANCE: STUDENT DIVERSITY, 25-29. Retrieved December 2, 2014, from http://www.nasponline.org/advocacy/tolerance.pdf