#multiculturalclassrooms

Multicultural Literacy

Multicultural, or Indigenous, literacy involves the skills and ability to identify the creators of knowledge and their interests to uncover the assumptions of knowledge, to view knowledge from diverse ethnic and cultural perspectives, and to use knowledge to guide action that will create a humane and just world (Banks, 2003). 

Furthermore, Paulo Friere, author of Pedagogy of the Oppressed (1970) states that we must teach students to read both the word and the world. To read the world requires students to question the assumptions of institutionalized knowledge and to use knowledge to take action that will make the world a more just place to live in and to work (Banks, 2003). 

Currently in Ontario, the curriculum is being reformed to include First Nations, Metis and Inuit histories, perspectives and culture to foster a better sense of identity and positive self-image in Indigenous students within the Ontario educational system. These changes will lead to more opportunities for classroom to explore, understand and appreciate the contribution of Aboriginal communities to the social and cultural “fabric” of the province (Ontario Ministry of Education, 2009). 

As a future educator of 21st century learners of all backgrounds and walks of life, and experiencing disengagement from Ontario curriculum as a student and daughter of a Canadian immigrant and two deaf parents, I believe incorporating multicultural literacy into my pedagogical approach is essential. Although it may be difficult to discuss at points because each culture is so diverse and rich in its own way, I believe it is important to allow students to feel like they belong in their classroom and that what they offer is equally as important as anybody else’s experiences no matter how different. By incorporating forms of media that include representations of many different cultures (such as Indigenous works of literature and art), allowing guests of diverse backgrounds to come in and educate as a primary source of information that facilitates questions and discussion, as well as promoting a healthy, diverse and accepting atmosphere I feel that these are only some ways I can incorporate multicultural literacy into my practice. 

References:

Banks, J. A. (2003). Teaching for multicultural literacy, global citizenship and social justice. University of Maryland. Retrieved from https://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-banks.pdf 

Diec, D. (2017). Multicultural literacy. Retrieved from https://www.youtube.com/watch?v=0ZhSD1FKAgU