In the beginning, the author describes a read aloud session conducted with her class centered on refugees and immigrants coming to America during Thanksgiving. Students were appreciative that the author discussed issues that related to them. Multicultural education is not just about using different skin toned children in story books, says Robinson (2013), it is about creating social awareness to become a global citizen (48).
At this time, the teacher/researcher uses her own class to practice socio-cultural, multidimensional exercises. It is believed that the practice of multicultural literature,
Reflecting on her own multiethnic background, Robinson (2013) said, she gained wisdom from selecting multicultural literature that influenced her efforts in teaching diverse students (42). Furthermore, the author uses meaningful discussion to help teach her students ways to view and appreciate the world in an unbiased fashion. It is believed that to create “critical thinkers”, Robinson (2013), with emotional and physical respect towards others, …show more content…
Since pedagogy is always expanding, developments on multicultural education have grown. This does not mean that all educators practice the new developments in multicultural education to the extent that the children deserve. Opposing views discuss that multicultural education is the reason students are not able to develop reading skills. Robinson (2013) said, “lack in students ' reading development has been due to the proliferation of multicultural values in reading material” (p.45) Robinson (2013) argues that Multicultural Literature helps a student to decode social, cultural, and political issues as well as begin to take a socially just perspective on other cultures. Further, multicultural education helps students to distinguish “pluristic values” (p.46) that help to decode challenging questions about cultural differences in positive
At this time, the teacher/researcher uses her own class to practice socio-cultural, multidimensional exercises. It is believed that the practice of multicultural literature,
Reflecting on her own multiethnic background, Robinson (2013) said, she gained wisdom from selecting multicultural literature that influenced her efforts in teaching diverse students (42). Furthermore, the author uses meaningful discussion to help teach her students ways to view and appreciate the world in an unbiased fashion. It is believed that to create “critical thinkers”, Robinson (2013), with emotional and physical respect towards others, …show more content…
Since pedagogy is always expanding, developments on multicultural education have grown. This does not mean that all educators practice the new developments in multicultural education to the extent that the children deserve. Opposing views discuss that multicultural education is the reason students are not able to develop reading skills. Robinson (2013) said, “lack in students ' reading development has been due to the proliferation of multicultural values in reading material” (p.45) Robinson (2013) argues that Multicultural Literature helps a student to decode social, cultural, and political issues as well as begin to take a socially just perspective on other cultures. Further, multicultural education helps students to distinguish “pluristic values” (p.46) that help to decode challenging questions about cultural differences in positive