CUR 518: Theories of Inclusion and Multiculturalism in Education

This essay delves into the multifaceted concept of multiculturalism in education, examining its core dimensions as outlined by James A. Banks. It explores content integration, knowledge construction, prejudice reduction, equity pedagogy, and the establishment of an empowering school culture and social structure. The essay also analyzes the "Maltese effect," emphasizing the importance of integrating diverse cultural and ethnic perspectives. Furthermore, it highlights the significance of two foundational constructs: racial constructs and legal institutions, along with critical pedagogy. The essay then provides practical strategies for preparing educators for multicultural schools, focusing on building student-teacher relationships, conflict handling, classroom engagement, and problem-solving skills. The essay references key literature in the field, providing a comprehensive overview of multicultural education's principles and practices.

Running Head: MULCULTURISM IN EDUCATION
MULCULTURISM IN EDUCATION
Name of the Student
Name of the University
Author’s Note

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1. The dimensions of the Multicultural Education:
James A. Banks evaluated the Dimensions of Multicultural Education. It has been
widely used by various schools and other institutions so that they can conceptualize and also
can organize certain courses, programs, and several projects in various multicultural
education (Willey, 2018). There are certain five dimensions are-
(1) Content integration: The integration of the content is one of the most important
and vital aspects towards the upbringing of the underprivileged caste and in the Maltese
islands certain measures have been taken to reduce the racial discrimination by integrating
the content of it.
(2) The knowledge construction process: the knowledge construction has been one
of the ideal factors that the building up of the base of an individual is important. Thus the
idea of the construction process of knowledge, it has been one of the important factors of
settling up of the schools and educational facilities in the area.
(3) Prejudice reduction: The idea of the prejudice of and the reduction of it must has
been initiated in the prejudice and works for the reduction of it. The setting up of workshops
and carrying out campaigns needs to work against the growing discriminations.
(4) An equity pedagogy: The learning, the teaching methods, and the equity of the
pedagogical approaches must be there. The pedagogical approaches must be related to each
other and must be based on same and equal terms.
(5) An empowering school culture and social structure: The empowerment of the
culture and social structure is also analyzed and various types of social acts and policies has

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been taken under consideration so that the citizens of Malta can be treated properly and does
not face any problem.
Even though each of the dimension is has been very conceptually distinct, in the practice
that they overlap and are interrelated with each other. The Maltese effect The fact of content
integration deals with the extent according to which the teachers are of the opinion to use of
variety of cultures and groups to illustrate key concepts, principles, generalizations, and
theories un their subject area regarding their discipline (Swearer & Hymel 2015). The
infusion of various kinds of ethnic and cultural when this dimension is implemented
accordingly in a proper.
2. Two of the six foundational constructs racial constructs:
The CRT has six important theories regarding the clauses that has been included
and followed. Thus the two important factors are the-
Various types of non-cultural nationalism/separatism, black nationalism- which
are exploring more radical views that rely on arguing for separation and various types of
reparations which are set as different types of foreign aid (Immergluck, 2018).
Another important aspect is the legal institutions, critical pedagogy that are based
on the minority lawyers in the various types of bars. Thus, the discrimination that is
based on the various modes of the racial distinction can be identified and denoted as well
(Banks & Banks, 2019).
Four ways to prepare educators for multicultural schools:
1. Building up of the Student Teacher Relationship: This perspective and
development will help in developing the behind between the teacher and the

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students. Thus, the factors of the racial distinction will be reduced and the idea of
implementation of multiculturalism will be easier.
2. Conflict Handling: The teachers should learn how to handle conflict and deal
circumstances according to their needs, and handle the conflict as well (Banks &
Banks, 2015).
3. Classroom Engagement: The engagement in classroom is a very important factor
that needs to be adapted by the teachers, thus the classroom will be very motivated by
the teacher.
4. Problem Solving: The teacher should be developing the problem solving skills so
that they develop an understanding for the teachers as well as for the students as well.
Hence, the number of students learning in the class will be easily able to connect to
the teachers and pay attention in class.

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References:
Swearer, S., & Hymel, S. (2015). Bullying and discrimination in schools: Exploring variations
across student subgroups. School Psychology Review, 44(4), 504-509.
Willey, R. (2018). Race, equality and schools. Routledge.
Immergluck, D. (2018). Neighborhood jobs, race, and skills: Urban employment and commuting.
Routledge.
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives.
John Wiley & Sons.
Banks, J. A., & Banks, C. A. M. (2015). Multicultural education.