Running head: MULTICULTURALISM 1
Theories and Models of Multiculturalism
Larry Wolverton
CUR/518 Multicultural Strategies for the Adult Learner
July 6, 2015
Melanie Latin
MULTICULTURALISM 2
Theories and Models of Multiculturalism
This discussion on theories and models of multiculturalism will travel through a
myriad of information on the subject, some of which are singularly focused on ethnic
culture inclusion and others more broadly adapting current instructional methods to an
inclusive, self-directed learning environment. The pros and cons of each method or
approach and the best ways that each can be integrated into an appropriate tailored
multicultural experience directed at the specific group of individuals involved in the
class.
A Brief History of Multicultural Education
In America, it is generally accepted that the initial spark was the Brown vs. The
Board of Education ruling by the Supreme Court that declared the separate but equal
concept of education unconstitutional and began the process of integration of black
children into all white schools and universities (Bode, 2009). This first attempt at
multicultural education was focused on eliminating or reducing racial prejudice and
building bridges among the white and black students. This concept has expanded to
include new arrivals to our shores, immigrants from around the world. As a
consequence, the focus shifted to melding all races into a pluralistic society, fostering
the democratic inclusion of “others in our society” as opposed to acceptance of the new
diverse perspectives as unique and equal to existing American perspectives. The next
phase in multicultural education redirected that ‘America perspective best approach ‘into
one in which teaching cultural perspectives as equal in value to the dominant culture
perspective was considered the pinnacle of equality based education (Koppelman,
2011). Today the new realities of a world accepting of new disenfranchised group
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identities emerging have further pushed the envelope of multicultural education to bring
awareness that having a responsive classroom to the needs of all the students in
attendance is possible through differentiated instruction methods and techniques.
Methods and Theories of Multicultural Instruction
Differentiated instruction is a method of instruction directed at a
facilitator/instructor becoming aware of the different perspectives of each of the
classroom participants, in order to provide a relevant, inclusive, and accepting learning
environment. Differentiated instruction is already in place in many classrooms that are
focused on adult education and training; so the ease of inclusion of multicultural
theories and models can be an impetus to implementation faster in the greater adult
learning industry landscape than it has in many pedagogy classrooms. The current
classrooms for adult learners are focused on encouraging sharing of experience and
cultural perspectives between people of different generations and cultures (Koppelman,
2011).
However, the classroom is not just composed of old and young people from
different countries or cultures combined together; but includes the ever increasing
emergence of other disenfranchised groups such as women, the physically challenged,
the LGBT (lesbian, gay, bi, and transgender), and indigenous peoples.
To that end, we have developed a comprehensive model of culturally
responsive teaching: a pedagogy that crosses disciplines and cultures to engage
learners while respecting their cultural integrity. It accommodates the dynamic
mix of race, ethnicity, class, gender, region, religion, and family that contributes
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to every student's cultural identity. The foundation for this approach lies in
theories of intrinsic motivation (Wlodkowski & Ginsberg, 1995, p. 17, para. 2).
Wlodkowski & Ginsberg (1995) created what is known as “culturally responsive
teaching” (p. 20).Even though this approach to teaching was originally designed for the
pedagogy classroom, the principles have since been applied successfully to the adult
learner environment. The effectiveness of this instructional theory depends greatly on
how well the facilitator/instructor has managed to gather information on each student’s
personal environmental and cultural history and how well he or she can induce the
student in sharing those aspects of themselves, (their upbringing and their life
experiences) to the table and lay them out for all to see. This is a trust rich environment
and something that cannot realistically be expected to occur with every instructor or
every class of multicultural students.
Service learning engagement is intended to be a method of immersion education
in multicultural environments outside of the university. It is believed that when students
engage with the community they will be exposed to and become more aware of (and
accepting) of the cultures of their own community, in addition to that in which they are
engaging as part of a program or course requirement (Houshmand, Spanierman, Beer,
Poteat, & Lawson, 2014). In adult education and training real world experiential training
has been very much the hands on part of the technical education experience for
decades. It is relatively new to many university programs, however. The effectiveness of
this approach to multicultural education challenges the institutional frameworks already
in place since the resulting learning experience will reflect the stance of the learning
institution on issues of a multicultural nature. This means that implementation of a truly
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effective service learning engagement programs requires a complete and unbiased
assessment of the existing organizational framework and changing that framework to
accommodate the desired outcome (Verjee, 2012).
Pros and Cons of Each Approach to Multicultural Instruction
Each of the previously discussed methods or approaches to multicultural
instruction has both their positive as well as their less attractive aspects. In Table 1
below I place each side by side so that a comparison and contrast of all of them are
easily understood.
Table: 1Pros & Cons of Approaches to Multicultural Instruction for Adults
Multicultural Strategy Pros Cons
Differentiated Instruction Allows students to be Requires in class time to
engaged in the solidify an individual plan
process of class of instruction coordinated
content and activity with peer needs.
building. Limits ability to delve in
Addresses normally depth on any one aspect
accepted cultural of the cultural experience.
differences &
perspectives.
Culturally Responsive Teaching Joint effort among Requires a longer
students and teachers instructional period than is
in development of fluid normal in technical
instructional plans. education or concentrated
Provides relevance learning environments.
and choice to the Fluid processes require
students more specific and more
frequent monitoring to
ensure the intended
results.
Service Learning Engagement Provides real world Requires organizational
exposure to different change of attitudes and
people and cultures preconceived perspectives
Encourages for effective outcomes.
engagement in Evaluation of each
activities requiring program requires
direct contact with and individualized planning
cooperation with and adjustment in the field.
people of other
cultures.
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Ideal Blended Instructional Approach
In a world where the ideal is often well beyond achievable, the approach I
propose is actually possible with a serious investigational and research pre-
implementation program. Monitoring and evaluation tools would need to be developed
in accord with the material to be learned and the specific environment of instruction.
This program would be designed to evaluate current atmosphere of the institution nd
that of the field training partners. New instructional and training policies and procedures
would also be required. Class composition also would need to be carefully constructed
so that a balance of each of the disenfranchised groups is represented along with a
decent composition of the primary culture.
The classroom experience would be utilizing primarily the culturally responsive
teaching method and the field learning would be a combination of service learning
engagement and differential instruction. This is an attempt to get the best of all worlds
for the students and still achieve the most realistic end outcomes.
Conclusion
Differential learning is more traditional in that it focuses on surface cultural
understanding in a student engagement approach. Monitoring, assessment, and
adjustment are an ongoing activity in this approach. The culturally responsive teaching
is more expansive and includes more than the traditional elements, but requires also
requires more length to the course or class in order to be fully effective. The service
learning approach is a good way to get real world exposure to other cultures, but is
often too limited in exposure or depth of interaction among the students and the
community to have a lasting outcome. Each instructional experience has to be
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determined based on who are the participants and how much time can be devoted to
preparation and implementation of the strategy.
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References
Bode, P. (2009). Multicultural education. Education.com. December 23, 2009.
Retrieved from http://www.education.com/reference/article/multicultural-
education/#A
Houshmand, S., Spanierman, L.B., Beer, A.M., Poteat, V.P., and Lawson, L.J., (2014).
The impact of a service-learning design course on white students’ racial
attitudes. Journal of Higher Education Outreach and Engagement, 18(2), p. 19.
University of Georgia. ISSN 1534-6104. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1029843.pdf
Koppelman, K. (2011). What are the goals of multicultural education? ASCD Express.
6(15). Retrieved from http://www.ascd.org/ascd-express/vol6/615-
koppelman.aspx
Verjee, B. (2012). Critical race feminism: A transformative vision for service-learning
engagement. Journal of Community Engagement and Scholarship, 5(1), 57-69.
Retrieved from http://search.proquest.com/docview/1269696989?accountid=458
Wlodkowski, R.J., and Ginsberg, M.B., (1995). Strengthening student engagement: A
framework for culturally responsive teaching. Educational Leadership, 53(1), 17-
21. Retrieved from http://www.ascd.org/publications/educational-
leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-
Teaching.aspx
