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NISD will hold an event where students, from various different countries, will showcase their cultures and showcase something relating to their countries.

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Teaching Science, it is very straight forward where the concepts are singular in delivery.

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Because there is room for improvement in our practice, I can take a look at the concepts that have been historically challenging and personalize them to fit the students that I teach by incorporating their voices and their cultures.

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My college has a cultural fair, where different student body groups / clubs can participate

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In my time as an elementary school art teacher, I have definitely fallen into the trap of essentializing and excoticizing other world cultures in an attempt to create lessons that were accessible for my younger students. The the one that comes to mind is a recurring project I did with my 2nd-3rd graders where we learned to write our names in hieroglyphics as the only exposure we had to African (as in the whole continent, for its entire history) art. The kids really liked it, and it took me a long time to find ways to reframe our discussion about Egyptian art, and not make that the only exposure my kids had to the subjecy.

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At my campus, we have a "Culture Fair" every year. (Although, I'm not sure if it would count as multiculturalism) Every grade level/department had to facilitate an activity, where families can walk around and participate throughout the evening. My 6th grade team always did the same activity: money conversions. The families would be able to pick a currency and convert the amount chosen to US dollars and back.

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At the first school I taught at, we had a very high migrant population (22 different languages were spoken at the school). Each year, we'd have a week where students would bring in artifacts from their countries/homes and explain their meaning in our ELAR classes.

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Yes, I've done this in my classes throughout my career. It's easy in ELAR to use texts/novels that feature this concept.

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My school host a day where we have multicultural fair, and though I am sure it is more of a benevolent multiculturalistic event, mainly because there is only food of that country, some facts and sometimes a little bit of music.

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Exploring a culture through an artistic technique. Oil Painting= Europe, Batik=Africa.

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see above.

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Spanish Club had a couple of day's of celebration but nothing that extended into a deeper conversation.

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I worked in an applied behavior analytic clinic with children diagnosed with ASD and during black history month we made these elaborate lesson plans with impactful black individuals such as MLK, Frederick douglas etc... and sat these kiddos down for about 30 minutes "teaching" them. I always thought, this is dumb! who came up with this and why are we doing this?

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I worked in an applied behavior analytic clinic with children diagnosed with ASD and during black history month we made these elaborate lesson plans with impactful black individuals such as MLK, Frederick douglas etc... and sat these kiddos down for about 30 minutes "teaching" them. I always thought, this is dumb! who came up with this and why are we doing this?

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as a math teacher, things are pretty straight forward. However, I do attempt to use application problems (word problems) to incorporate this

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uh.... this is so hard to answer as a math teacher!!!

I think there have been moments when I've done ability-based seating so that kids can "work nicely together" without being intentional about it. Now I have a more nuanced approach to it.

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When I was in first grade my teacher thought it would help us to connect to our Mexican culture if she taught us a couple of lessons on Mexican history. She taught us about "conquistadores" and "mestizos", but she didn't teach us about how the "conquistadores" invaded indigenous land in what is now known as Mexico.

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Students at a school I worked at in Chicago would accent their uniforms with traditional African attire daily. And we started everyday singing "Lift Every Voice".

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I know of a campus that conducts a multicultural studies festival/parade.

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I know of a campus that conducts a multicultural studies festival/parade.

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I have been to a few folk life festivals. - Tess

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I have been to a few folk life festivals. - Tess

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I do believe that in my younger days as a teacher (15 years ago) I probably did unknowingly support benevolent multiculturalism. 

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I do believe that in my younger days as a teacher (15 years ago) I probably did unknowingly support benevolent multiculturalism. 

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its difficult to change curriculum when it is mandated by my college. But I do try in an "small" place possible

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Unknowingly. . . no
I have deliberately planned lessons that promote multiculturalism. I feel like in math it is very hard to embed that without the proper resources.

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A couple of years ago I and several other teachers did a cross curricular project based on Dia De Los Muertos. Each teacher provided a little bit of background history on the ritual and explored the project in their content area. The final project was to produce an altar for the Festival in San Antonio.

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As a kid I attended a school where a key component of the pedagogy was storytelling, particularly telling stories sourced from oral traditions of global cultures. This element of my schooling was a mixed bag, sometimes being an incredible insight to the way that people all over the world see themselves and tell their stories, and sometimes very shallow and stereotypical.

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I think that professional development is necessary for teachers to create lessons that are based in critical multiculturalism.  

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I think that professional development is necessary for teachers to create lessons that are based in critical multiculturalism.  

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Tons of Times. In VTS Visual Thinking Strategies you curate an image for spectators to comment on. Out of fear you choose a less controversial image to discuss. Here are two images. Which do you think is easier to discuss but misses the Critical mark.

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I am currently transforming a Data Reps Unit and Geometry Unit for 7th grade math, however I am focusing more on the social justice piece of MCE. For the data reps unit, students will look at inequities such as housing costs in SA, COVID deaths by race, wage gaps, etc. For the Geometry Unit, I am excited to explore the disproportionality of country sizes on the map vs. reality (scale factor) and area of solitary confinement cells.

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yes! same as the one stated on  the first question. Never been a proponent of this type of teaching. We use the term, generalizable in ABA, this was in no way showing generalization.

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yes! same as the one stated on  the first question. Never been a proponent of this type of teaching. We use the term, generalizable in ABA, this was in no way showing generalization.

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I am usually excited to introduce new facts, and music in my everyday lesson about different cultures not realizing that that is not the same, or enough.

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I haven't taught in the classroom yet

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I think I can do this by seeking out authentic texts/novels for units and feature a much more multicultural selection for students to learn from & read.

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Yes. I created a ESL writing activity where my students could develop their writing skills in the form of their favorite recipe/dish representative of their countries.  - Tess

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Yes. I created a ESL writing activity where my students could develop their writing skills in the form of their favorite recipe/dish representative of their countries.  - Tess

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I am thinking about the ways in which I can transform the manner in which I interact with the students (classroom practices and environment). I would like to decolonize the concept of classroom management to create a classroom that is a community without hierarchy of teacher over student, while also cultivating respect and support amongst all of us.

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Ugh, Yes!!  I started teaching in 1998 and was eager to share cultural experiences with my 3rd graders in a very superficial, stereotypical, and liberal multicultural way.

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The absence of any multiculturalism in curriculum can probably be seen as hidden benevolent multiculturalism. Moving forward in math curriculum teachers should plan experiences for students to use math to uncover and learn more about social injustices.

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I have worked to develop curriculum that relies on the sociocultural ecosystem in my students' communities first, and then using that understanding to make connections and build cognitive bridges between how we create, express, and tell our stories and how people of different perspectives do the same.

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We have to be aware of our audience, we have to give space for everyone to talk about their life experiences in relation to race, ethnicity, sexual orientation etc in conjunction with guiding them through teaching and deeper understanding of the why.

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We have to be aware of our audience, we have to give space for everyone to talk about their life experiences in relation to race, ethnicity, sexual orientation etc in conjunction with guiding them through teaching and deeper understanding of the why.

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I think that topic of ethnic food is perfectly fine but we needed to discuss the elephant in the room which is power and privilege. All food is not created and perceived as equal. Many ethnic foods have a history of stigma and have been excluded from the fine-dining, fancy pants, gourmet food category. - Tess

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I think that topic of ethnic food is perfectly fine but we needed to discuss the elephant in the room which is power and privilege. All food is not created and perceived as equal. Many ethnic foods have a history of stigma and have been excluded from the fine-dining, fancy pants, gourmet food category. - Tess

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For my content, I think it would require a reflection of artists who explore their past and present. Their cultural relevance and how their artwork is meant to be interpreted. The major take away from their experience.

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Teaching mostly math in the last years I was in a classroom and to my homeschoolers, I am changing word problems and looking for examples that reflect various cultural contributions.

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Here is the other image. certainly a great image but

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Moving forward, I should not add to a curriculum that was built with a lens that was made for the white lens but build a curriculum that embeds multiculturalism.