Alismail (2016), in his research, explored the history and definition of multiculturalism as well as several theoretical frameworks regarding issues with multicultural education . Likewise, Alismail (2016) also focuses his research on preservice teachers’ perceptions of multicultural education and the multicultural approaches used in the curriculums. Alismail (2016) bases his research on the increasing immigration of people to the United States, which has changed the nation’s demographic distribution. Thus, social institutions, including schools, have also changed due to ethnic and Racial Identities. Therefore, through this article, I have learned that ethnic and racial Identities have brought the need to adopt diversity and multicultural education in America. I have also learned that despite the many benefits that can be achieved with the implementation of multicultural education, there are also several limitations.
These limitations include the complicated process of providing a fair and inclusive curriculum to all learners. This is because teachers are required to be conversant with every learner's cultural characteristics, which is next to impossible. This is being experienced in the real world, whereby teachers are finding it difficult to teach minority students in schools due to cultural differences given that the number of immigrants is still increasing. Likewise, according to Alismail (2016), three levels of knowledge, namely awareness, knowledge, and skills, are must-have for an effective multicultural education; however, teachers find it difficult to acquire these competencies.
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Therefore, this research has helped me identify the competencies that I am required to acquire to incorporate diversity and multiculturalism in my classrooms. These three competencies incorporate all that is required from a teacher to be culturally competent. Thus, although it is hard to acquire, I believe that with time I will be able to acquire these competencies in my career as a teacher.
Reference
Alismail, H. A. (2016). Multicultural Education: Teachers’ Perceptions and Preparation. Multicultural Education , 7 (11).
