Social Justice – Assignment Example

Social Justice Creating multicultural rooms and fostering social justice in and outside of the room has turned out to be a growing priorityfor all teachers and administrators in a diverse classroom setting. Teachers have a pivotal role to ensure equality of opportunities and social justice in schools. It is the ultimate duty of the teacher to create a supportive learning environment where everyone is offered fair and democratic education irrespective of one’s color, race, nationality or ethnicity. Fish (2009), in this respect, observes that “discovering diversity takes creativity, extra effort, diligence, and courage on the teachers part”; for him, the teachers need to understand and address the multicultural differences, teach students to respect other cultures, communicate with students openly to know the learning patterns of each student, and employ various teaching strategies that could enhance multiculturalism among the learners (Fish, 2009). For me, the teaching strategies can vary from integrating multicultural activities in both informal and formal activities, encouraging students to celebrate multicultural moments of each student, building a classroom library of multicultural literature and initiating students into reading, to offering opportunities for group work where students can get exposure to other cultures. The six basic principles of teaching in a multicultural classrooms suggested by Gloria Boutte and Christine McCormick are building multicultural programs, showing appreciation of differences, avoiding stereotypes, acknowledging differences in children, discovering the diversity within the classroom, and avoiding pseudomulticulturalism (Fish, 2009). Similarly, Dilg (2003) exhorts teachers of multiculturalism to “use content from diverse groups when teaching concepts and skills, help students to understand how knowledge in various disciplines is constructed, help students to develop positive inter group attitudes and behaviours, and modify their teaching strategies so that students from different racial, cultural, language, and social-class groups will experience equal educational opportunities” (Dilg, 2003, p. viii). To conclude, it can be stated that teachers have great responsibility and challenge in ensuring social justice in a multicultural classroom and this can be accomplished only through carefully planned strategies which would help learners to know and respect more of the other cultures and treat everyone equally and fairly.
References
Dilg, Mary. (2003). Thriving in the multicultural classroom: principles and practices for effective teaching. Volume 16 of Multicultural education series: Teachers College Press.
Fish, Larri. (2009). Building Blocks: The First Steps of Creating a Multicultural Classroom. Research Room: EdChange Multicultural Pavilion. Retrieved march 19, 2010 from: http://www.edchange.org/multicultural/papers/buildingblocks.html