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美国社会正变得越来越多样化。美国人口普查局预计，“国家将没有多数民族2042”（页2012，N.P.）。但是随着美国人口的增加，比以往任何时候都更需要同化。创造共同核心州立标准，不让一个孩子落后法案”的要求非常具体的学术知识传递整个集团，直接教学策略”（Fassler &莱文，2008，p. 233）。目前的教育政策、学校”留下任何余地，不知道谁的孩子都是独特的个体，而是迅速决定应该做些什么来解决”（帕利，2004，引述Fassler &莱文，2008，p. 250）。如果无人看管，这个教育系统将导致一个穿着制服的未来一代的制造，具有相似的技能和兴趣和创造力。The American society is becoming more and more diverse. The United States Census Bureau expects that “the nation will have no racial majority in 2042” (Page, 2012, n.p.). And yet with the increasing diversity of the U.S. population, comes the greater-than-ever need of assimilation. The creation of Common Core State Standards and the No Child Left Behind Act “mandates for delivery of very specific academic knowledge through whole group, direct teaching strategies” (Fassler & Levin, 2008, p. 233). Following the current Educational policies, schools “leave no room for wondering who the children are as unique individuals but instead decide quickly what should be done to fix them” (Paley, 2004, as cited in Fassler & Levin, 2008, p. 250). If left unattended, this educational system would result in the manufacture of a uniformed future generation with similar skills and interests and little creativity.

多元文化教育是每一个孩子都是一个独特的个体，并拒绝折叠儿童统一到模具，根据规范–什么是最常见的和最有特权的设计（M. Souto曼宁，演讲，2013年5月30日）。它的目的是消除种族、社会经济地位的标签，或残疾，被不恰当地放在儿童，和实现的社会，每个人的独特的特点是重视和庆祝。教，教师需要“强烈燃烧的承诺，儿童保护，深为平等对待孩子的愿望，和道德上的义务感，站在孩子们的需求”（菲尼摩尔，2008，p. 188）。
Multicultural education sees every child as a unique individual and refuses to fold children into a uniformed mold that are designed according to the norms – what is most seen and most privileged (M. Souto-Manning, lecture, May 30, 2013). It aims to remove the labels of race, socioeconomic status, or disabilities that are inappropriately placed on children, and to achieve a society where everyone’s unique characteristics are valued and celebrated. To teach multiculturally, teachers need to be “strongly fueled by a commitment to child advocacy, a deep desire for equal treatment of children, and a sense of moral imperative to stand by the needs of all children” (Fennimore, 2008, p. 188).

This paper will explore three important themes in culturally relevant teaching and learning: teachers’ and students’ identities, language and communication, and family involvement, including ways to take action. It will then move from classrooms to the society, and discuss teachers’ advocacy for a better world. The paper will end with an unsuccessful lesson plan, reflect on it and develop ways to improve.

Identity/Differences and Similarities
Teachers as Multicultural Beings
Learning about Students
Language and communication
Home Languages vs. Power Code
Embracing Both
Family Involvement
The Mismatch Between Home and School
Learning about and Involving Families
From School to Society
A Lesson on Homelessness

References文献

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th Edition ed.). Buffalo, NY: Multilingual Matters .
Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. New York: The New Press.
Derman-Sparks, L.