Teachers in a Multicultural Environment

1.5 Defining Responsibilities of Educators in Multicultural Environments

In today's society, becoming increasingly heterogeneous, the nature of roles and activities of pedagogues is changing, which means that they must have acquired the competence of intercultural education and constantly improve it. The main mission of the teacher is to ensure a high quality education for all members of society, recognizing and respecting diversity, taking into account each individual's abilities and needs, avoiding any discrimination. In order for the teacher to implement this, he needs to be positive about different cultural groups, show respect for each student, learn his culture and take interest in others, listen to and listen to the needs of the child, take interest in the pupil's family and environment, be able to manage conflicts, etc. The teacher must also be familiar with the various curriculum development programs, educational methods and apply them in a multicultural group.

The teacher's responsibility is to organize intercultural education, so it is very important for the teacher to understand his role in it. L. Ponciano, A. Shabazin (2012) highlighted the role of pedagogues in implementing various strategies for multicultural education:

• A strategy for multicultural education, focusing on ensuring equal opportunities for children, for the development of respect for and respect for the diversity of the group (Banks, Banks, 2004). The role of the teacher in creating an environment reflecting cultural and linguistic differences in the educational institution, as it considered as a source of education for the recognition of diversity and the recognition of value. The teacher must use a variety of learning styles, methods for working in a multicultural classroom.
• An Anti-bias Curriculum aimed at preventing discrimination in society. The teacher must introduce the students to the rights, their violations, defense, to enable the students to be heard, to develop positive attitudes for the diversity of society.
• Intercultural Interaction Training Strategy. The essence of intercultural education is to encourage children to share their cultural experiences in a multicultural school community. Positive and constructive ways of using the teacher to develop tolerance in the diversity of society helps children to understand the uniqueness of their own and each person. The teacher can do a lot of work by developing a positive attitude towards the diversity of people using simple methods: rapid response to conflict situations, demonstration of respectful behavior (both verbal and non-verbal) with different people, understanding of child's fears, making opportunities to communicate with different people

Studies by Banks (2004) have shown that one effective method for improving school culture is the responsibility of educators for implementing essential goals, developing basic skills and building trust in children. It is very important that the teacher takes responsibility for the objectives of multicultural education, has high expectations for all groups of cultural children, and initiates cooperation with parents.

Online Resources

• The first international conference „Practicum of Future Pedagogues, Teachers and Kindergarten teachers in Multicultural environments – Experiences, Challenges” 27-29, November, 2014. Faculty of Philosophy St. Cyril and MethodiusThe articles presented in the conference address the challenges faced by teachers working in multicultural classes, presenting the pedagogical experience of different countries in coping with these challenges.
• TEACHERS EDUCATION. Policies and Practices for Teaching Sociocultural Diversity–Surveys report on initial education of teachers on Sociocultural Diversity. By Anne-Lise Arnesen, C. Bîrzea, B.Dumont, M. À. Essomba, E. Furch , A.Vallian, F.FerrerThe publication presents the experience of different countries in developing pedagogical competencies for dealing with socio cultural diversity and inclusion in education. The presentation of the Council of Europe project on Socio-Cultural Diversity Training Policies and Practices.
• Cathy Kea, Gloria D. Campbell –Whatley , Heraldo V. Richards. Becoming culturally responsive educators: rethinking teacher education pedagogy This publication presents opportunities for educators to ensure pupils from different social and cultural environments have the potential to engage in school life. The publication discusses the importance of teachers' communication with parents, the possibility of utilizing community resources in the process of education.
• Mary James-Edwards. Multicultural educators as change agents. Online journal of the international child and youth care network (cyc-net), Issuse 96 January, 2007This article describes the deep self-reflection, characteristic attitudes, and critical skills that will help educators act as change agents to create multicultural environments in their schools.