Burnette, J. (1999). Strategies for Teaching Culturally Diverse Students. Retrieved November 7, 2015, from https://www.teachervision.com/teaching-methods/resource/6039.html
This is an article that talks about strategies and instructional methods teachers can apply in their diverse classrooms. It discusses the different behaviors and values a teacher must possess in order to build a strong teaching and learning partnership with their culturally diverse students. Different instructional strategies are also mentioned to successfully impart learning to students.
Duggal, A. (2014). Encouraging Diversity And Multiculturalism In London, Ontario: A Case Study Of Two Elementary Schools. Electronic Thesis and Dissertation Repository, 2334.
This research offers pre-service teachers the overview of how multicultural education is implemented in two elementary schools in Ontario. Chapter one offers a summary of multicultural education, chapter two contains a literature review: recognizing relevant literature and research examining the challenges of placing into practice multicultural curriculum, and some of the results experienced by students of color learning a multicultural curriculum.
Eucabeth Odhiambo, Laureen E. Nelson, J. Kent Chrismas. (2016). Chapter 8: Diversity, Anti-Bias, and Multicultural Education. In L. E. Eucabeth Odhiambo, Social Studies and Young Children (pp. 204-223). Pearson Education, Inc.
This book is based on developmentally appropriate practice in social studies; as well, it features the content-related chapters with informational and activity resources. Charts and figures show the summarized over view of each chapter providing pre-and in-service teachers with research and theoretical based information to assist and guide ways to teach social studies in early childhood education. As well, each chapter features sample activities, connections to literacy and home, accommodations for students’ diverse needs.
Fox, M. (2001). Whoever You Are. Orland: Harcourt, Inc.
This picture book uses simple language and colourful illustrations showing children from different cultural backgrounds; it enables to introduce concepts of ethnicity, multiculturalism, and individuality from young children. The first section of the book establishes the differences among the children from culture to culture. Then, it progresses into how they are alike. The second section, then, talks about how they can be different when they grow up. It ends with the message: love, pain, blood, smile and hearts are the same, to encourage young children to see and related themselves beyond what they see.
Gorski, P. (n.d.). Awareness Activities. Retrieved November 7, 2015, from http://www.edchange.org/multicultural/activityarch.html
This is a great resource from the EdChange team from United States of America. The website is dedicated about issues like: equity, diversity, multiculturalism, and social justice. It offers icebreakers and introspective activities to jumpstart and enriches diverse classrooms. It introduced the multicultural teacher way of introspection by Hidalgo ways that has different levels of: the concrete, the behavioural and the symbolic ways, which a teacher can expound more on multiculturalism. Facilitator notes are also found at the end of every activity to prepare teachers about the activity to be done.
Multiculturalism and Diversity Lesson Plans. (n.d.). Retrieved November 7, 2015, from http://www.scholastic.com/teachers/lesson-plan/multiculturalism-and-diversity
This is a great website from Scholastic, a publishing house and distributor of children’s books and educational materials. You can get useful articles and resources from educators about multiculturalism and diversity in this website. Also, this has helpful ideas for lesson plans and various activities that speak to students who are from different backgrounds.
Multicultural Experiential Activities. (n.d.). Retrieved Nov. 13, 2015, from http://www.antiochne.edu/multiculturalcenter/exercises/
This is a resource for Multicultural Experiential Activities from the Antioch University of New England. Documentation on a number of multicultural activities can be found in this website. Students from different backgrounds will benefit from these hands-on or practical learning experiences, as they will be actively involved in the learning process as they are learning and sharing about themselves to the learning environment.
SOHL. (n.d.). Mini-Language Lesson Program. Retrieved from Saskatchewan Organization for Heritage Languages Inc.: http://heritagelanguages.sk.ca/pages/mini-language-lessons-program
The Saskatchewan Organization for Heritage Languages Inc. (SOHL) supports heritage language schools in the province by working with teachers, volunteers, and cultural communities to promote and develop the teaching and learning of heritage languages throughout the province. For classroom connection, SOHL provide many language resources; as well, Mini-Language Lesson Program for students in the public and separate system to experience a new language and culture. SOHL will place heritage language teachers in school classrooms to deliver a total of eight hours of language and culture lessons to students.
Teaching Tolerance. (n.d.). Retrieved November 7, 2015, from http://www.tolerance.org
Teaching Tolerance is a blog for educators. It is founded by the Southern Poverty Law Center, based from Montgomery, USA. This is a great resource for educators who want to be up to date about news, suggestions, conversation and support from fellow educators. It provides anti-bias documentary films, books, lesson plans, and other materials that aims to reduce prejudice and foster equity in education. Lesson plans and activities that the website shares are practical and comprehensive.
Thomas, H. S. (2010). No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children. Early Childhood Educ J, 37:469–476.
This article provide the framework to enhance teachers’ multicultural responsiveness: awareness, knowledge and skills. It will help pre- and in-service teachres to view differences as valuable opportunities to teach respect and advocate for more inclusive perspectives of children’s social learning and growth, they can provide appropriate support and care each child may need.
Tyler, M. (2005). The Skin You Live In. Chicago Children's Museum.
This book features colourful illustrations and fun description words and rhymes. It strictly focused on skin, its colors and purposes to celebrate differences. It describes many different shades of skin colours using names of sweet treats which enable young students to relate themselve in posive ways. There is the part to discourage stereotypes; however, the wording may be somewhat confusing for some young children. Such as ‘It’s not dumb skin or smart skin, … Nor…I'm lesser than you skin, it's me against you skin.’ Teachers need to provide some extra language support for young students to not misunderstand. However, this book will provide teachers and students many opportunities to compare and contrast students’ diversity using skin.