Multicultural Curriculum:
Bringing DEI Into the Classroom
A multicultural curriculum aims to prepare students to be productive
citizens in a democratic society by teaching them to consider the needs
of all individuals. It takes into account how issues such as race, ethnicity,
culture, language, religion, gender, and disabilities intersect with
educational processes and content.
A growing number of educators agree that a multicultural curriculum
prepares students for the world they will face after leaving school. It
should include a variety of perspectives, include the contexts of equity and
inclusion, and should foster critical thinking skills.
In the Shaker Heights Schools, these goals are realized through a
“windows and mirrors” approach to resources and learning experiences,
says John Moore, Director of Curriculum and Instruction. Curriculum and
instruction must provide a window into the lived experiences of others
while serving as a mirror in helping to understand ourselves.
“This means offering an educational experience in which all young
people have the ability to explore the perspectives of others while deeply
reflecting on their own,” Moore says. “This requires resources that are
representative of our local and global communities so that students
better understand the contributions of all people to the knowledge and
understanding of our world.”
Lawrence Burnley, the District’s new Chief of Diversity, Equity and
Inclusion, says all students – through books and educational materials –
must make a connection with what they are being taught. “If you’re not
seeing yourself, that’s a problem,” he says.
As a former history teacher, Superintendent David Glasner says schools
have to make sure that students are exposed to multiple perspectives,
including the hard truths of history that they can address and improve
upon. Confronting reality, he notes, is absolutely essential to producing an
educated citizen who has the tools to be successful.
“When I talk to industry leaders they really believe these are the skills
students need to succeed in the world,” he says.
Moore says that in the Shaker Heights Schools, the Learning and
Teaching Department collaborates with the Office of Diversity, Equity and
Inclusion to develop a formal system of reflection on lesson plans and units
of instruction. As teachers create lesson plans, they examine practices for
inclusion by asking questions such as, “What biases are represented in the
unit, and how are they addressed?” and “How are curriculum materials used
to show diverse perspectives of marginalized culture, gender, class, etc.?”
“These questions, and the discussions they generate, serve to hold us
accountable to the goal of a truly representative curriculum that engages all
learners,” Moore says.
– Scott Stephens
“This is my
challenge, to
give back and
to use my gift
to help others
to see and
be seen.”
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