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March 2015 | Volume 72 | Number 6
Culturally Diverse Classrooms
Paul C. Gorski and Katy Swalwell
Schools can commit to a more robust multiculturalism by putting equity, rather than culture, at the center of the diversity conversation.
I feel like a visitor in my own school—that hasn't changed," Samantha said, confusion and despair in her voice. We were at the tail end of a focus group discussion with African American students at Green Hills High, a predominantly white, economically diverse school. We had been invited to conduct an equity assessment, examining the extent to which Green Hills was an equitable learning environment for all. We had asked Samantha and a small group of her classmates how they would characterize their school's two-year-old Multicultural Curriculum Initiative, touted by school administrators as a comprehensive effort to infuse a multicultural perspective into all aspects of school life.
"I'm invisible," Sean added, "but also hypervisible. Maybe twice a year there's a program about somebody's food or music, but that's about it. I don't see the purpose."
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