Celebrating Diversity: The Importance of Multiculturalism in Elementary Education

Multicultural education is an approach to school reformation, equity, and social justice. The goal of multiculturalism in the school system is the educational equity and the ultimate restructure of traditional education and pedagogy so that all students have equal opportunity to acquire knowledge, attitudes, and skills needed to succeed in an ethnically and racially diverse world (Multicultural Education, 2020). The implementation of multicultural educational practices provides a safe, accepting, and successful learning environment for all students while building intercultural awareness and competencies. It is the responsibility of all educators to participate in the reformation and facilitation of inclusive educational systems.

Multicultural Framework

Lesson One: What is Diversity

The first lesson is based on one of Banks’ (1994) dimensions of multicultural education - an empowering school culture and social structure. The goal of this lesson is to “ensure educational equality and cultural empowerment for students from diverse groups” (Banks, 1994). As school counselors, it is our goal to foster an empowering environment for all students. It is important to first set the scene for diversity as lessons begin. “Diversity means differences.” This will be the guiding idea throughout the first lesson. But it cannot stop there. Students must learn and believe that differences are not unfavorable or frightening, but differences help us to see the world more holistically. Differences are challenging and rewarding, when we dive into what they mean and how we can learn from each other in spite of them. Next, I will pair students intentionally with a partner that they do not know well. Hopefully, this will encourage students to ask questions and dig deeper into what differences are among them. Students will draw one another with crayons, and then determine in what ways they are the same and in what ways they are different from each other. Lastly, each student will receive a blank puzzle piece and will be asked to color the piece in a way they feel represents themselves. Once all students have completed their puzzle piece, the school counselor and teacher will guide students in putting the pieces together to make a completed puzzle. This will lead to a conversation about what differences each student brings to the group and how the classroom is better because of the students’ collective differences.

Lesson Two: Race

Recognizing the importance of race in a student’s life is pertinent to educators—especially during this time. Counselors have a duty to advocate and support all students, especially minority students. The process of educating students on cultural competence, humility, and empathy should begin at birth, but it is the educator’s responsibility to help students understand its importance. Banks (1995) presents a comprehensive approach to multicultural education and the necessary steps and actions that educators should take to systematically implement diversity and inclusion in the classroom, school, and community. The elementary guidance lesson on the topic of race is an important and necessary step to creating systemic change at an early age. Banks (1995) explained how the social action approach in education allows students to make decisions on important social issues, such as racism, and take action to help solve them. I believe that implementing this approach into the school counseling curriculum can ensure the depletion of discrimination, prejudice, and racial bias in the school system—for both students and teachers. By using the framework that Banks (1995) has set up for the implementation of multiculturalism in the school system, counselors can be effective in their approach to initiate reform. This lesson plan about race utilizes the fourth approach to Banks’ framework which is focusing on reducing prejudicial ideas towards others and helping kids develop more positive racial attitudes and improving intergroup relations. Since research has shown that many children have negative attitudes or false misconceptions towards different racial or ethnic groups, it becomes a priority of educators and counselors to implement lessons that aim towards reducing this racial bias and prejudice ideation (Multicultural Education, 2020).

Lesson Three: Family Differences

This lesson plan about celebrating family differences follows Banks’ (1999) Social Action Approach. This approach wants students to understand while questioning social issues then think about or do something about it. During this lesson, students will be questioning and talking about social issues in families and exploring how unique every family is. At the end of the lesson, students will write a reflection of how they can make a difference in helping other people see the beauty in diversity of families.

Lesson Four: Religion

Religion is under a broad yet vague scope when considered in Banks Multiculturalism research. However, Banks does express the importance of Religion through cultural aspects more than giving it it’s on section. Although religion is included within the scope of multicultural education in the United States, it is not a major focus (Banks, J. 2013). During the lesson, I made a point to express the similarities and differences between some of the religions. I would assess this by providing a bubble chart, and we compare and contrast. This activity's point is to reassure each student that we are actually more alike than different. Giving each student the opportunity to see how our similarities should bring us together more than tear us apart. It would also give them the chance to be aware of the different Religions around them and appreciate their friends or family who may have that. Banks says this approach is the Transformation approach. This approach promotes students' understanding of social concepts, issues, and struggles from different cultural groups’ standpoints (Banks, J. 2008). As a school counselor, this is exactly how we should approach lessons on topics such as these. It's about being inclusive and celebrating diversity. Giving every student a voice, and a chance to express themselves in a way where people finally understand them. The main point in studying such topics, according to Banks, is not to stress how different groups contributed to the mainstream society and culture of the U.S., yet is to emphasize how the common culture and society of the U.S. originated from the interactions and contributions of various racial, ethnic, cultural, and religious groups (Banks, J. 2008).