Spark Trader Limited

Support inclusive education through multicultural pedagogy

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This article draws on the experiences of four high school teachers to demonstrate how to practice multicultural pedagogy in the classroom. Multicultural education envisages inclusive education including:
 Cultural and linguistic diversity
 Work on social justice issues
 The technology of improving teaching
 Incorporate multiple models into your teaching. Use a variety of models, including visual, verbal, gestural, verbal, and spatial.
The example we discuss comes from a national study funded by the Social Sciences and Humanities Research Council (SSHRC) Insight Grant. Our research explores multiculturalism in grades 7-12 classrooms and adult community Spaces.

Spark Trader Limited
Spark Trader Limited

Lifelong learning and global citizenship
Lifelong learning is more than acquiring job skills. It is based on the values of ‘participatory democracy’ and offers a vision for a more just, compassionate, and creative society (Brookfield & Holst, 2011, p. 5). Ideally, youth education prepares them to become adults with the passion, intelligence, and integrity to shape the world. By providing students with opportunities to think deeply and comprehensively about the meaningful contributions they can make to society, teachers develop a character for lifelong learning. In our research, many students said they felt more engaged when teachers allowed them to follow their interests in the curriculum, including exploring topics or assignments about cultural diversity.
In our study, a visual arts teacher offered her students an interdisciplinary opportunity to collaborate on a multimedia exhibition with an Aboriginal literature course in the English Department. The teacher noted, “Even by interviewing aboriginal elders, they (students) wanted to distill it symbolically in the work, and the process itself, coming from abstraction, and realizing it visually, is a very difficult thing.” From oral to visual models, students need to find ways to visually symbolize their interpretation of interviews with elders. The teacher observed that when the students were asked to participate in the art exhibition, they were more open about their cultural background. The students’ work is shared with a wider audience, including teachers, administrators, parents, guardians, and community members. Thus, the exhibition connects the students’ school and home life.