Teaching Strategies in Multicultural Education
Dena Wagner
Classrooms today are becoming increasingly diverse. Teachers must consider not only race and ethnicity, but also issues such as gender, substance abuse, homophobia, teen pregnancy, and homelessness. These issues all have implications within a multicultural classroom. Sadker and Sadker (2002) illustrate the diversity of children in today’s society with the following example of merging these very issues into a classroom of thirty students:
 

Multicultural Education: An Overview
Reprinted from Highlights Parent Involvement Program - Teacher Resource Book.
This overview of Multicultural Education is provided by Pam Hart, an elementary educator and doctoral student in the multicultural education program at the University of Washington, Seattle, Washington, where she studies with Professors James A. Banks and Geneva Gay, recognized leaders in this field. Pam has given many presentations and workshops on aspects of multicultural education, including “Multicultural Learning Through the Arts.”

Definitions of Multicultural Education
by Rose Reissman
The goal of multicultural education is an education for freedom. . . . Multicultural education should help students to develop the knowledge, attitudes, and skills to participate in a democratic and free society. . . . Multicultural education promotes the freedom, abilities and skills to cross ethnic and cultural boundaries to participation in other cultures and groups.

MCE Definitions: National Association for Multicultural Education (NAME)
Numerous definitions of multicultural education have been proposed or espoused by scholars, researchers and organizations over the past 30 years. To assist researchers, teachers, educators, and parents in understanding and implementing multicultural education, the National Association for Multicultural Education defines multicultural education below.