1. What Is Multicultural Education?

Multicultural education refers to any form of education or teaching that incorporates

the histories, texts, values, beliefs, and perspectives of people from different cultural
backgrounds. At the classroom level, for example, teachers may modify or incorporate
lessons to reflect the cultural diversity of the students in a particular class. In many
cases, “culture” is defined in the broadest possible sense, encompassing race,
ethnicity, nationality, language, religion, class, gender, sexual orientation, and
“exceptionality”—a term applied to students with specialized needs or disabilities.
Generally speaking, multicultural education is predicated on the principle of
educational equity for all students, regardless of culture, and it strives to remove
barriers to educational opportunities and success for students from different cultural
backgrounds. In practice, educators may modify or eliminate educational policies,
programs, materials, lessons, and instructional practices that are either discriminatory
toward or insufficiently inclusive of diverse cultural perspectives. Multicultural
education also assumes that the ways in which students learn and think are deeply
influenced by their cultural identity and heritage, and that to teach culturally diverse
students effectively requires educational approaches that value and recognize their
cultural backgrounds. In this way, multicultural education aims to improve the
learning and success of all students, particularly students from cultural groups that
have been historically underrepresented or that suffer from lower educational
achievement and attainment.
Instructionally, multicultural education may entail the use of texts, materials,
references, and historical examples that are understandable to students from different
cultural backgrounds or that reflect their particular cultural experience—such as
teaching students about historical figures who were female, disabled, or gay (a less
common practice in past decades). Since schools in the United States have
traditionally used texts, learning materials, and cultural examples that commonly—or
even exclusively—reflect an American or Eurocentric point of view, other cultural
perspectives are often absent. Consequently, some students—such as recently arrived
immigrants or students of color, for example—may be placed at an educational
disadvantage due to cultural or linguistic obstacles that have been overlooked or
ignored.
The following are a few representative ways in which multicultural education may
play out in schools:
 Learning content: Texts and learning materials may include multiple cultural
perspectives and references. For example, a lesson on colonialism in North
America might address different cultural perspectives, such as those of the
European settlers, indigenous Americans, and African slaves.
 Student cultures: Teachers and other educators may learn about the cultural
backgrounds of students in a school, and then intentionally incorporate learning
experiences and content relevant to their personal cultural perspectives and
heritage. Students may also be encouraged to learn about the cultural
backgrounds of other students in a class, and students from different cultures may
be given opportunities to discuss and share their cultural experiences.
 Critical analysis: Educators may intentionally scrutinize learning materials to
identify potentially prejudicial or biased material. Both educators and students
might analyze their own cultural assumptions, and then discuss how learning
materials, teaching practices, or schools policies reflect cultural bias, and how
they could be changed to eliminate bias.
 Resource allocation: Multicultural education is generally predicated on the
principle of equity—i.e., that the allocation and distribution of educational
resources, programs, and learning experiences should be based on need and
fairness, rather than strict equality. For example, students who are not proficient
in the English language may learn in bilingual settings and read bilingual texts,
 and they may receive comparatively more instructional support than their
English-speaking peers so that they do not fall behind academically or drop out of
school due to language limitations.
The educational leader has an influential role in promoting positive outcomes for children and
families. Effective educational leadership builds the capacity of educators by inspiring,
motivating, affirming, challenging and extending their practice and pedagogy. This joint
endeavour involves inquiry and reflection, and supports ongoing learning and professional
development.

Things to consider: • Is the educational leader role at the service clearly defined? • How is the
approved provider supporting the educational leader? • What strategies is the educational leader
using to support educators to implement the assessment and planning cycle? • How are educators
mentored? • How are you creating and nurturing a professional learning community?

2. ROLE OF THE EDUCATIONAL LEADER

The role of the educational leader is primarily to:

 collaborate with educators and provide curriculum direction and guidance

 support educators to effectively implement the cycle of planning to enhance programs
and practices
 lead the development and implementation of an effective educational program in the
service
 ensure that children’s learning and development are guided by the learning outcomes of
the approved learning frameworks. The educational leader also has a significant role in:
 guiding and developing educators and families’ understandings about play and leisure-
based learning, and the significance of the early years in the education continuum for
children
 building the knowledge, skills and professionalism of educators
 building a culture of professional inquiry with educators, coordinators and staff members
to develop professional knowledge, reflect on practice and generate new ideas.
SELECTING AN EDUCATIONAL LEADER

Neither the National Quality Standard nor the legislative requirements are prescriptive about the
qualifications, experience or required skills for the person chosen to be the educational leader.
The flexibility of these provisions allows approved providers to choose the person best suited to
take on this role. However, when selecting an educational leader, the following skills, knowledge
and attributes might be considered:

 communication and interpersonal skills

 comprehensive knowledge of theory relating to childhood education and care (for
example, child development, attachment, learning), professional standards and approved
learning frameworks, and contemporary understanding of evidence-based best practice
approaches to teaching and learning
 knowledge of leadership theory and the use of a range of leadership styles
 critical thinking skills, including the ability to analyse and challenge conventional
practice and ideas
 a sense of purpose and direction, and the ability to influence
 a willingness to mentor and support educators from diverse backgrounds and with
varying levels of knowledge and experience
 a commitment to learning and participating in professional learning opportunities.