Centre stage papers – Days 3, 4 & 5: Extending the vision

The 21st century educator and multiculturalism

 

 

Until today, the mainstream culture dominated the regular classroom in schools, as well as teacher training courses. Teacher trainees and fully trained teachers from mainstream culture were seldom aware of the difficulties and challenges faced by minority students.

It is very common nowadays for teachers in the regular classroom to come in contact with a disabled child or a student from a foreign country. Unfortunately, in most schools, unless it has an English as a Second language (ESL) or special education program, pictures and charts depict scenes from middle-class mainstream culture. Books and other reading materials do not reflect the interests of students from diverse backgrounds. When teaching, examples given by teachers seldom tell about minorities. Teachers need to make a conscious effort to select reading materials that portray multiculturalism. Pictures and school murals should be more inclusive and not be monopolised by any one particular culture.

Being an ESL teacher myself, I have had to liaise with homeroom teachers. Experience shows that, generally, these teachers are never prepared enough to face a student who is different. There are a whole lot of stereotypical notions in their minds. Some of the ways I have tried introducing multiculturalism to my colleagues and mainstream students are by holding a multicultural night (guest speakers from minority groups, performance by ESL students and multicultural foods, as well as music); celebrating a festival (history, games, activities and food); inviting guest speakers from other cultures; mini-performances by ESL and special education students (reader’s theatre).

There is usually little diversity in the enrolment of future teachers; most are from the mainstream culture and have had little or no contact with peoples of other cultures. Many teachers who are new to the profession are spending time travelling and teaching overseas, believing they are exposing themselves to multiculturalism by working in countries such as Japan or China. However, the students they are teaching are predominantly from an homogeneous culture, with the only foreigner being them, the teacher.

The actual education curriculum being taught is also mainstream, hence, the students feel secure and comfortable. However, students who are migrants are exposed to a completely different experience because they are the minority in an unfamiliar environment, where their educational, social and emotional needs are often misunderstood or not even known. Although we might have teachers who have taught overseas, the scenario is quite different in reality.

Back in their home country, teachers will be working not only with students from mainstream culture but also with those from diverse backgrounds. In addition to coursework and teaching practicum and trips overseas, future educators should be encouraged to work on long-term projects involving students from multicultural communities living in their country, so that they can make a connection with immigrants and/or minorities. This will lead to respect for each other’s culture and a better understanding of culturally appropriate actions.

In the light of globalisation at every level, it is a common phenomenon to have students from diverse backgrounds in schools today. Thus, it is imperative for the modern educator to have the knowledge and means to help the future generation advance further.

* This paper is based on my experiences as an ESL teacher in Malaysia and the USA.

ABOUT THE AUTHOR

Ms Jagdish K. Mahinder Singh is a teacher in the Intensive Language Centre, at Shepparton High School, in Victoria, Australia.

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