It is imperative to differentiate between multicultural educationand multicultural literature.
Even if these terms are correlated, multiculturaleducation includes a wide spectrum of study. It covers several concepts of learningincluding curriculum, teachers, projects, holidays, environment, and so forth. Multiculturalliterature on the other hand is fair a single aspect in the wider field ofmulticultural education. To make it clear, the drive towards multiculturaleducation is an aspect that covers the whole school community and population towork jointly towards appreciation of all people.
In order to achieve multiculturaleducation, schools need to put in place mechanism that advocate multiculturalliteracy. The question remains: how can teachers include multiculturalliterature in their classroom? There are several ways teachers can introduce and maintain amulticultural literature in their classrooms. First of all, teachers need toensure that multicultural literature prevails abundantly in the classroom. Socio-economicfactors can embed certain class of students from accessing this literature. Therefore,it will be good to incorporate such literature into classroom library in orderto make it accessible to all. However, the approach chosen by a teacher mustmirror a great deal of authenticity, and culturally accurate.
Acceding this books however, is not limitedonly to the physical aspect but also the content it offers should be adequatelyaccessible. In other words, students should be able to mind the books for itsculturally rich content in order to broaden their understanding of othercultures. As stated here in,multicultural literature should affect the general environment in which the studentslearn. This should also include teaching the learner to appreciate simplecultural aspects such the different cuisine.
For instance, their need for schoolsto introduce special programs that can teach children various foods of the Americas.This programs should be steered towards raising awareness of various food typesthat belong to different cultures. In this manner, teachers are able to teach childrento value pluralism prevailing at schools. This is also another way teachers can make childrenmake cross-cultural link with other subjects and disciplines. There are severalways teachers can achieve this. For instance, literature materials with a collectionto haiku poetry that speaks about vegetables, fruits, and other Americas spicesshould be part of multicultural literature.
In order to teach multicultural literature, first of all I willstock the class library with books drawn from different cultures. I willinvolve the parents and other education stakeholders in the process so thatthey can contribute books towards the program. Also, I will introduce a multiculturalthematic unit that is founded on the teaching of various food types.
In conclusion, literature one method to equip learners with theexperience to other groups of individuals who are unlike them. Multiculturalliterature enables the learner to gain a wider understanding of the environment.The learning progression is one that children come into at a relatively earlyage and incessantly partake in it up to the moment they are done with schoolingprocess.
The teaching they obtain at an earlier stage essential need to makestudents ready for the wide involvements in real life experience.