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In the 1990s, educators expanded multicultural education to consider "larger societal and global dimensions of power, privilege, and economics." [ 17 ] Educators began to see the classroom as a place to celebrate diversity rather than one tasked with assimilating students to the dominant culture.
James Banks lays out 5 dimensions of multicultural education. These dimensions laid the foundation for the move toward culturally relevant teaching. The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching.
James Albert Banks (born 1941 [1]) is an American educator and the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and founding director of the University of Washington's Center for Multicultural Education, which is now the Banks Center for Educational Justice.
Intercultural or cross-cultural education are terms used for the training to achieve cultural competence. Effective intercultural communication comprises behaviors that accomplish the desired goals of the interaction and parties involved.
Cultural competency training is an instruction to achieve cultural competence and the ability to appreciate and interpret accurately other cultures.In an increasingly globalised world, training in cultural sensitivity to others' cultural identities (which may include race, sexuality, religion and other factors) and how to achieve cultural competence is being practised in the workplace ...
Two definitions of the field include: "the scientific study of human behavior and its transmission, taking into account the ways in which behaviors are shaped and influenced by social and cultural forces" [8] and "the empirical study of members of various cultural groups who have had different experiences that lead to predictable and significant differences in behavior". [9]
Current multicultural education theory suggests that curriculum and institutional change is required to support the development of students from diverse ethnic and cultural backgrounds. This is a controversial view [ 24 ] but multicultural education argues [ 25 ] that traditional curriculum does not adequately represent the history of the non ...
Rather than delineating a term for the leader, Rentsch, Mot, and Abbe (2009) describe a specific trait that is attributed to multicultural leadership known as multicultural perspective-taking: the ability of such leaders to “take the perspective of another within the cultural context, to apply cultural lenses, and to adapt quickly when ...