Incorporating multicultural perspectives into teaching approaches

I N C O R P O R A T I N G MULTICULTURAL PERSPECTIVES INTO T E A C H I N G APPROACHES

Professor Marjory Ebbeck and Jenine Baohm deLissa lnstitute, University of South Australia R•201 Cette article pr› une › effectu› aupr~s de 37 enseignant qui travaillent avec des enfants de 5 h 8 ans qui avait pour but de d› s'ils int› une perspective multiculturelle h leur enseignement. Nous avons adopt› une d› empirique: des questionnaires contenant des r› structur› et non-structur› ont permis de recueillir les opinions des sujets qui ont ›233analys›

Nous terminons en formulant des recommendations pour rint› multiculturelles dans renseignement.

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RESUMEN Este ara'culo nos informa sobre varios aspectos de un estudio que examin£ el punto de vista de treinta y siete profesores que trabajan con ni¡ de 5 a 8 a¡ sobre si incorporan o no perspectivas multi-culturales en su ense¡ Dichos puntos de vista se obtuvieron usando un acercamiento empŸ de cuestionarios que combinan preguntas estructuradas y abiertas.

a trav› del an•

Como puntos de reflexi£ se presentan recomendaciones sobre la incorporaci£ perspectivas multiculturales en el futuro.

Introduction The stimulus for this research arose from experience gained while working within culturally diverse classrooms and in consideration of what the changing implications were for culturally diverse students. This meant investigating the teacher's role as a professional being responsible for relevant and effective curriculum delivery. Practices were questioned and the views of writers within the field were considered.

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within the confines of this paper. Therefore a summary of some of the main findings will be provided. These pertain to the following areas: [] The rating of multiculturalism in education as an issue [] The profile of respondents [] How knowledge of multicultural issues was gained [] Multicultural resources [] Use of teacher support agencies

Information about teachers views on the incorporation of multicultural perspectives into their teaching approaches is valuable as it provides ah insight into their actions. In this paper, information is shared about some of their views on their practice. Not all findings of the research can be discussed

[] Some multicultural curriculum strategies [] Strategies for involving fellow staff members [] Evaluation of the effectiveness of programs. 32

Background to the Study: transforming the rhetoric of multicultural policy into practice:

complex dimensions of human diversity necessitates that early childhood educators examine and broaden their thinking and practice. To do this Derman-Sparks (1993/94) states that teachers need support, time and understanding to reflect on their teaching practice and they need to be emotionally and cognitively ready to face disequilibrium first.

Jamrozik, Boland and Urquhart (1995) and Vajda (cited in Creaser and Dau 1996) argue that while Australian society has increasingly become more ethnically and culturally diverse, its power structures, for example educational institutions have remained largely monocultural. Ebbeck (1991) and Foster (1988) state that schools have found the transition to multicultural education problematic in spite of commitments at the policy level. This study revealed that teacher's views on incorporating multicultural perspectives into their teaching approaches did not necessarily follow through into their teaching practice. This echoed the view expressed by Ebbeck (1991) that the rhetoric of (multicultural) policy was not matched by the reality of practice. Ebbeck (1991:99) states: 'The Education Department noted that courses and curriculum material had to be adapted to assist in achieving (multicultural) airas'. This view is also supported by Poole and Sachs (1989) who argue for the need for polŸ makers to understand better the diversity and construct of culture, teacher's knowledge and discourse in multicultural education, policy creation and curriculum delivery.

The importance and need for multiculturalism in education has been well documented by researchers (Aina 1994; Arthur et al 1993; Creaser and Dau 1996; Derman-Sparks 1993; Ebbeck 1991; Lee 1995; Neuman and Roskos 1994; Ramsey 1995; Winter 1994/95 and York 1991). These researchers advocate that relevant multicultural perspectives must include issues of gender, rac'e, language, class, religion, age and ability. Cultural diversity constitutes a vital resource and a social strength. York 1991 asserts that children in monocultural environments ¡ growing up denying or being afraid of the differences among people. Aina (1994) and York (1991) argue further that without the incorporation of multicultural perspectives into all educational programs for all children, schools allow only a narrow view of the world to be perceix~ed. Ramsey 1987 (cited in Arthur et al 1993) states that underlying valid multicultural programs is an on going understanding that children have the right to feel confident and proud of who they are and the key to achieving this is the incorporation of multicultural perspectives into every aspect of the cur¡

Traditional education has not served the needs of bicultural children very well. Arthur, Beecher, Dockett, Farmer and Richards (1993) acknowledged that many present day teachers have been mosfly educated in a monocultural rather than a multicultural system one which has focused mostly on white, middle class Anglo-Celtic values and beliefs. Neuman and Roskos (1994) and York (1991) further this argument by stating that the evolving nature of multiculturalism embracing more

The Methodology An empiricist approach was chosen for this investigation. A questionnaire using structured and open ended questions was used to determine whether or n o t a match existed between the respondents' expressed 33

Results of the Study The results of the study revealed that there was a gap between the respondents expressed views in this sample on the importance of multiculturalism in education as opposed to how they viewed their practice with regard to it. This became especially evident as the research examined a comprehensive range of implementation strategies to have in place for the incorporation of multicultural perspectives across the curriculum.

views as gleamed from the questionnaire and the insights of writers within the field. Findings from the respondents' views only will be reported on for the purpose of this paper. The questionnaire was piloted with a small sample of teachers. After minor modifications, the questionnaire was administered to a sample of thirteen South Australian Department of Education and Children's Services (DECS) schools. These schools were selected at random within Adelaide's metropolitan area. The administering of the questionnaires was consistent across the sample.

Although the data reported here is too small to generalise to the wider population it does nonetheless provide a snapshot into the views of a small sample of teachers currently working with children in the age group of 5-8 years in South Australian schools. The significance was that all respondents in this sample agreed that multiculturalism in education had vital significance in meeting the needs of all students, yet some results of the study seemed to contradict this statement.

Three teachers who worked with children in the age group of 5-8 years were volunta¡ recruited from each school and personally given a questionnaire to complete in their own time. It was highlighted that the questionnaires would be collected by the researcher in two weeks time. The researcher explained that the teachers' views would be collected to create a body of information which would be analysed and documented to provide an insight into whether or not teachers incorporated multicultural perspectives into their teaching approaches. The processes established throughout the research which ensured confidentiality and anonymity were explained to all participants.

The profile of the teachers who were interested enough to participate in this research revealed that the majority held the minimum qualification of a Diploma of Teaching (40%). The majority also had a great deal of teaching experience. Seventy eight percent had eleven or more years within the junior primary field.

The data was gathered over a period of three months, collated and analysed. Analysis was in accordance with the set responses within the questionnaire which were precoded numerically as well as categorising responses from open-ended questions. There were thirteen categories in the questionnaire eight of which will be focused on here for the purpose of this paper.

The study revealed that the majority of respondents (48%) gained their knowledge of multicultural issues through professional development activities within schools rather than through inservice or preservice education. Within the range of professional development activities it was nominated that the main facilitator of this knowledge was the English a s a Second Language (ESL) in the Mainstream Course. 34

The majority of respondents in the research (76%) stated that there were not enough multicultural resources in their schools.

developed their own teaching materials and resources which incorporated multicultural perspectives. Another finding of significance was that the majority of respondents (70%) never or only occasionally used resources from the ethnic school community and never or only occasionally (75%) used resources from a local Curriculum Centre. The majority (92%) never sought advice from the Multicultural Education Coordination Committee and (86%) local Curriculum Centre.

80 70 O

60 50 40 30

~D

20 10 0 YES

Teacher support agencies in multicultural education

NO

Teachers were asked about their usage of agencies which h a d a special role in providing services to assist them in implementing a multicultural cur¡

Figure 1: Opinions on whether the school has enough multicultural resources However, the majority of respondents (62%) only occasionally or never Teac¡ a.

support ageneies

Always

Table 1: agencies.

Often

The use of teacher support

Not appropriate

Occasionally

Never

Do you use resources from your ethnic

16

10

11

17

school community? b. Do you use resources from the Curriculum Centre? C.

Do you seek advice from the Multicultural 25

Education Coordinating Committee? d. Do you seek support from the Culturally Inclusive Education

27

team at the Curriculum Centre?

35

30 25 O

O

20 15 10

2;

5 0

Always

m~

Often

~~

m~

Figure 2: The responses questions from table 1.

to

Occasionally

Not appropriate

Never

~D the

multiculturalism in Schooling and Children's Services Policy which was 42% seemed high in relation to the fact that the policy had been in existence since March 1995.

It was interesting to note that when respondents were asked if their school had implemented the DECS Multiculturalism in Schooling and Children's Services Policy an almost equal percentage of respondents answered either yes or no with 14% not knowing. The expressed view that their school had not implemented the DECS

Figure 3: The percentage of respondents who knew if their school had implemented the DECS Multiculturalism in Schooling and Children's Services

Policy.

45 40 35 I=h

30 25

O

~D

20 15 10 5 0 Yes

Don't Know

No

36

No Response

of children's first language to help recognise their student's developments in gaining control of the English language system.

The research revealed that 32% of the respondents stated there were never opportunities in which to monitor children's language development in their first language. The majority (43%) also indicated they never had enough knowledge

Responses a.

Always

Table 2: Responses to questions relating to children's first language.

Often

Not appropriate

Occasionally

Never

10

12

9

16

Are there opportunities to monitor children's language development in their first language?

b. Do you have enough knowledge of children's first language to help recognise the developments that they are making in gaining control of the English language?

18 16

/=[

14 c/) O lŸ

12 10

O ,.Q

Z

8 6 4 2 0

Always

lA

Often

Not appropriate

~B

Figure 4: The response to questions asked in table 2. 37

Occasionally

Never

early childhood education. However, what has been reported here are some of the results of a small piece of research which provides a useful data base upon which to build.

With regard to strategies for involving fellow staff members in professional development for the incorporation of multicultural perspectives into their teaching the majority (75%) only occasionally or never brought in resource people/advisers or community representatives. The majority (49%) never discussed DECS Multicultural policies. The majority (56%) only occasionally showed films or videos to raise cultural awareness with their colleagues. The majority (49%) never suggested staff inservice and evaluation of team programs.

Of particular significance, the research revealed the need for more work to be done at school level, encompassing a whole school approach, which incorporates multicultural perspectives into teaching approaches so that the theory as set out in the South Australian DECS Multiculturalism in Schooling and Children's Services Policy is brought through into daily practice in all schools.

The findings in regard to evaluation of the effectiveness of incorporating multicultural perspectives into the respondents' teaching revealed that the majority (43%) only occasionally obtained feedback from their students in the form of open ended sentences. Feedback from other staff members was obtained by 56% occasionally and this was never sought by 21% of the respondents. Feedback from parents was occasionally sought by 40% and never by 35% of the respondents. Reference to professional journals and articles was occasionally sought by 43% and never by 29% of the respondents. Visual displays that reflected student diversity were only occasionally used by 37% and never by 13% of the respondents. Finally, action research was used only occasionally by 43% and never by 35% of the respondents.

References

Aina, E. (1994) Teaching children from different cultural backgrounds, Early Childhood Education Vol. 27, No. 1, pp. 1820. Arthur, L., Beecher, B., Dockett, S., Farmer, S. and Richards, E. (1993)

Programming and Planning in Early Childhood Settings Sydney: UniversŸ of Western Sydney Baohm, J. (1996) An investigation into whether or not junior primary teachers, consistent with their views, incorporate into their teaching approaches (including resources) multicultural perspectives relevant for the late 1990s, M.Ed Thesis, University of South Australia.

Recommendations It is acknowledged that this study comp¡ a small sample of teachers and the results cannot be generalised to the wider population. However, it is believed that this existing data base could be extended. Indeed, there is a need for further research within multiculturalism in

Department for Education and Childrens' Services (1995) Multiculturalism in Schooling and Children's Services, Policy statement, Hectorville, South Australia: Public Affairs Unit.

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Poole, M. and Sachs, J. (1989) Education for all: social reconstruction or status quo? in Education for All: A Landmark in Pluralism, ed. G. Verma, London: Falma Press.

Derman-Sparks, L. (1993/94) Empowering children to create a caring culture in a world of differences, Childhood Education, Vol. 70, No. 2, pp. 66-71. Ebbeck, M.A. (1991) Early childhood education Melbourne: Longman Cheshire.

Ramsey, P.G. (1995) Growing up with the contradictions of race and class, Young children, vol. 50, No. 6, pp. 18-22.

Foster, L. 1988, From migrant to multicultural education? in Diversity and Multicultural Education: a Sociological Perspective. Sydney: Allen and Unwin

Vajda, M. (1996) Cultural diversity, in B. Creaser and E. Dau (eds) The Anti-Bias Approach in Early Childhood Pymble, N.S.W.: Harper Educational Publishers

Jamrozik, A., Boland, D. and Urquhart, B. (1995) Social Change and Cultural Transformation in Australia Hong Kong: Cambridge University Press

Winter, S.M. (1994/95) Diversity: a program for all children, Childhood Education, vol. 71, No. 2, pp. 91-95.

Lee, F.Y. (1995) Asian parents as partners, Young children, Vol. 50, No. 4, pp. 4-8.

York, S. (1991) Roots and Wings: Affirming Culture in EarIy Childhood Programs. Maryland ; Toys and Things Press.

Neuman, S.B. and Roskos, K. (1994) Bridging home and school with a culturally responsive approach Childhood Education Vol. 70, No. 4, pp. 210-214.

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