a challenge to global teachers

2. According to James Banks (1975 in Sadker,
1991), “ the major goal of multicultural education
is to transform the school so that male and
female students, exceptional learners, as well as
students coming from diverse cultural, social-
class, racial and ethnic groups will experience
an equal opportunity to learn in school.”

3. FRASER-ABNER (2001) ASSISMENT TO
UNDERSTAND LEARNER:
Learn as much about and become as
sensitive to aware of racial, ethnic,
cultural and gender groups other than
your own.

4. Never make assumptions about an
individual based on your perception of that
individual’s race, ethnicity, culture or
gender.
Avoid stereotyping.
Get to know each student as a unique
individual: Walk in the footsteps of all your
students.

5. OTHER SUGGESTIONS:
• Look into your own conscious and sub
conscious bases about the people who are
different from yourselves in race, ethnicity,
culture, gender or socioeconomic status.
• Plan your activities within a multicultural
framework while making your classroom a safe
and secure haven for all the students.
• Infuse multicultural instructional materials and
strategies in your teaching.
• Foster collaboration and cooperation among
your learners, parents, and teachers.

6. 1. Pre-service teacher education programs should
help prospective teachers understand the complex
characteristics of ethnic groups in ways race,
ethnicity, language and social class interact to
influence student’s behavior.
2. Teachers should ensure that all students have
equitable opportunities to learn and to perform to a
standard.

7. 3. Teachers should help students acquire
social skills needed to interact effectively
with students from other racial, ethnic,
cultural, language of social groups.
4. The school curriculum helps students
understand that knowledge is socially
constructed and are reflective of the social,
political and economic context in which they
live and work.

8. 5. Schools should provide all students with
opportunities to participate in extra- and co-
curricular activities that develop knowledge, skills
and attitudes that increase academic achievement
and foster positive intercultural relationships.
6. Teachers and students should learn to reduce or
eliminate stereotyping and other related bases that
have negative effects on racial and ethnic relations.

9. 7. Schools should provide opportunities for
students from different racial, ethnic, cultural and
language groups to interact socially under
conditions designed to reduce fear and anxiety.
8. Teachers should teach and students should
learn about the values shared virtually by all
cultural groups like justice, equality, freedom,
peace, compassion and charity among others.

10. • No two students are exactly the same.
• Children in all classrooms are heterogeneous.
• Strategies that work with one learner may not
work with another.
• Student’s background and experiences should be
considered when teaching.
• Community members from various ethnic groups
can assist teacher in facing issues of ethnic
differences and similarities.