Respectful Engagement with Diverse People

Students accurately use knowledge and language to describe how people are both similar to and different from each other and themselves. They respectfully express curiosity about others, examining diverse experiences and perspectives in their social, political and historical contexts, exchanging ideas and beliefs in an open-minded way. They build empathy, understanding, respect, and connection across differences and similarities, having examined privilege(s) that derive from one's social identities and thinking critically about ways to deconstruct privileged hierarchies in society.

EVIDENCE shows that young children can learn to accurately describe (using language and knowledge) how people are both similar to and different from each other and themselves, and respectfully express curiosity about others, when the teacher and/or curriculum addresses children's actual concerns with discussion and positive information.

• Third grade teacher Pang Xiong explains how she uses her authority as teacher to bring out often-silenced voices

EVIDENCE shows that teachers using curriculum and interactive pedagogy, particularly student-led discussions that engage students across differences, can help students can learn to examine diverse experiences and perspectives in their social, political and historical contexts, exchange ideas and beliefs in an open-minded way, and build empathy, understanding, and respect.

• Marisol Moreno explains how she does this in her fourth grade classroom.

EVIDENCE shows that, although older students find it very difficult to grapple with their own privileges, using strategies such as film, discussion, and drama, teachers can help them do so constructively.

    Positive academic identities

 

  Positive social identities

    Social justice consciousness

    Social justice action

    Case Studies: Pedagogy in Action

     FAQs on Multicultural Learning

     TEDx Talks by NAME Members

      Resources for Professional Development