Multicultural Diversity: A Challenge to Global

Teachers

Diversity of Learners in Multicultural Classrooms• Color of the skin• Ethnic group• Languages• Socio-economic backgrounds

Multicultural Education→ enables teachers and educators to give

values to the differences in knowledge and experiences of the learners

Fraser-Abner (2001) Suggestions:

1. Be sensitive and aware2. Never make assumptions3. Avoid stereotyping4. Get to know each student5. Look into your own conscious6. Plan your activities7. Infuse multicultural instructional materials8. Collaboration and cooperation

Guiding Principles:1. Pre-Service teacher education programs2. Equitable opportunities3. Social skills4. School Curriculum5. Eliminate stereotyping6. Values

Some of basic assumptions that enhance Teacher

Development:1. No two learners are exactly the same.2. Children in all classrooms are heterogeneous3. Strategies that work with one learner may not

work with another4. Student’s background and experiences should be

considered5. Community members can assist teachers in facing

issues

Reflection!Mrs. Rosa Rose a teacher and raised in

Visayas married a Tausog in Jolo,Sulu. The marriage necessitated her to transfer teaching in the place of her husband who is also a teacher.

Coming from a different family background in terms of religion, ethnic origin, social background. Mrs.Rose has to adjust to her present relocated residence.

She was accepted to teach in one of the elementary schools in the area where a mixture of different ethnic groups are enrolled.

Visiting International Faculty Program (VIF)

• Largest cultural exchange program for teachers and school

• Dedicated to transforming lives through international exchange of teachers

• Offers highly qualified teachers from around the world serving as teachers and cultural ambassadors in the United States.

VIF Purposes and Beliefs1. All schools should have at least one international

exchange teacher2. All students should be exposed to a variety of

exchange teachers during their academic careers3. All communities should have an equal opportunity

to develop globally literate citizens to help build a foundation for success in the global marketplace.

History of VIF• It was founded in 1987• Kindergarten up to grade 12 in 1989• North Carolina Department of Public Instruction • In 1996 VIF was asked to recruit teachers in other

subject areas• Expanded areas including the states of South Carolina,

Georgia, Virginia, Maryland, Florida, and California• International teachers are coming from more than 50

countries of the world such as, Australia, Canada, Chile, New Zealand, Ecuador, Mexico, Spain and Philippines

Fullbright Teacher Exchange Program

• Promote mutual understanding between the United States and countries around the world.

• Involves a year or semester direct exchange with a counterpart in another country teaching the same subject at the same level

Inter-African Teacher Exchanges

• To provide opportunity for teachers to learn from teaching environment in other African countries

• To extend experiences and widen the horizon of African teachers by encouraging exchange visits to countries outside Africa

• To create cultural awareness and tolerance of developments in different African education environments

Activities:• Be stationed at one school for one week and

another for another week• Observe teaching in the said teacher’s subject• Guest teach using ICTs at the schools that the

teacher is visiting• Discussions with teachers in another school• Write a journal of their exchange visit

Canadian Educators Exchange• Non-profit foundation which handles both

student and educator exchanges• Educators and students have an opportunity

to broaden their understanding of one another’s cultures, customs, and languages

Two kinds of Professional Development Experiences:

1. One Year Exchange – enables teachers in Alberta to swap their jobs (and homes) with teachers in countries Australia, New Zealand, UK, Germany and US for a period of one year. During this time, teachers continues to be paid by his or her school board in Alberta.

2. Short-Term Exchange – occurs during spring and summer holidays, enables teachers and administrators to job shadow with the counterpart in another country

Global Teachers Millennium Awards

• This program is limited only to participating countries, it is important to learn that the Global Exchange program contributes to the quality of teachers worldwide.

This program aims to:• Change the lives of UK educators, personally

and professionally by encouraging them to fulfill their aspiration and use their talents in innovative ways;

• Ensure benefits for staff and pupils of UK schools and their local communities through the dissemination of innovative development education;

This program aims to:• Support the aims and activities of Link’s

educational programs in South Africa, Ghana and Uganda;

• Set a standard and develop a model for other similar scheme

Intention of the Program:• Increased knowledge of people and life in developing

countries• Better understanding of how UK is linked with other

countries• More positive attitudes towards people and life in

developing countries-challenging stereotypes and beliefs in shared humanity

• More positive attitudes towards multicultural nature of UK society-challenging of stereotypes and embracing of diversity

A Global teacher in this program is:

• Thinks and acts both locally and globally• Embraces the world’s rich variety of ways of life• Understands that this world is interconnected• Committed Believes in education• Has professional and personal skills• Brings the world into their classroom• Encourages dialogue and partnership• Can inspire others