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Best Practices |
Global
Perspective
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Critical Thinking
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Multicultural Perspective
3.0 The
teacher and other school personnel can design and adapt
instructions to meaningfully engage learners from a
multicultural perspective to ensure that all children
learn regardless of their special uniquenesses.
a.
Teacher
candidates are expected to know and exhibit dispositions
reflective of a
multicultural perspective that is based on an
understanding of the social, political, economic, academic,
and historical constructs of race, ethnicity, socioeconomic
status, gender, language, exceptionalities, religion, sexual
orientation, and the geographic region in which one lives.
b.
Candidates are
expected to develop a clearer sense of their own ethnic and
cultural identities.
c.
Candidates are
expected to examine their attitudes toward other
ethnocultural groups.
d.
They are expected to
understand the dynamics of prejudice and racism and how to
deal with them in the classroom.
e.
Candidates are
expected to understand the dynamics of privilege and
economic oppression and about school practices that
contribute to the reproduction of societal inequalities.
f.
Candidates are
expected to know the characteristics and learning styles of
various groups and individuals.
g. Candidates are expected to know the
sociocultural research knowledge
about the relationships among language, culture, and
learning.
h.
Candidates are
expected to know procedures by which they can gain
information about the communities represented in their
classrooms.
i.
They are expected to
know how to use various instructional strategies and
assessment procedures sensitive to cultural and linguistic
variations, and how to adapt classroom instruction and
assessment to accommodate the cultural resources that their
students bring to school.
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