study. programs, pedagogic steps, social relations, and democratic

study. This study discusses the theories that are concern in finding out how the teachers address diversity of multicultural classroom through a responsive pedagogy.
Critical multicultural education theory expands on the educational program and instruction focused on by liberal multiculturalism and emphasizes the need for a structural change.
It provides a cultural framework and context as to how unequal power relations are maintained at a structural and institutional level in daily interactions (May and Sleeter, 2010, 10). Sleeter and Grant (2006) criticize modern society and state that the pressure one group builds on others should be eliminated and educational programs should be entirely restructured to reflects the concerns of different cultural groups. This perspective states that educational practices – educational programs, class management and support for a normal class – that consider the needs of all students are possible and suggests that diversity should be considered in as many aspects as possible.
This perspective also emphasizes the importance of the participation of students in school wide decision making processes, the participation of low social group and minority parents, the participation of schools in local social action projects and the participation of nontraditional groups such as those from different races and genders as well as the disabled (Sleeter and Grant, 2006).
Critical multicultural education supports different cultures and intercultural students in a society. Critical multicultural education supports educational programs, pedagogic steps, social relations, and democratic initiatives at schools (McLaren, 2003). Critical multicultural education views teachers as students who transform themselves through their own personal means and interactions with others (Freire, 1998). From a critical perspective, racial and ethnic prejudices are questioned, but critical multicultural education requires transformative actions for a multiethnic, multicultural, democratic, equal and inclusive social transformation in all educational practices. Therefore, according to critical multicultural education view, the world has to change (Hopkins-LGillispie, 2011).


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