Multicultural Pedagogy in Higher Education

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Running Head: MULTICULTURAL PEDAGOGY

Multicultural Pedagogy in Higher Education

Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of
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Also relative to multicultural pedagogy are the actions that instructors take to display their awareness and competency in multiculturalism. If the goal is to support confident, inclusive, ethical students, then educators must exert similar qualities. In fact, Pang (1994) goes so far as to say that “modeling is the most powerful strategy in teaching” (p. 89). Conveying a similar message, one of Allen’s (2000) participants states that instructors must not impose their own values on students, but must be models for how to live ethically in today’s society. One of the ways to model multicultural competency is by using inclusive language. An example of this is not separating cultures by saying “us” and “them” when discussing different ethnicities or different cultural groups (Nagy, 2000). Multiculturally-oriented faculty should display inclusive and openness to helping all students. “College students who perceive their professors to be highly supportive of questioning are more likely to be motivated internally and to use strategies typical of self-directed learners” (Locke & Kiselica, 1999, p. 82). Encouraging and supporting questions in the classroom are essential qualities for faculty members to have if they are striving to create a safe environment in which students can learn. Also note that feedback addressing student progress is crucial
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