Integrating Service Learning and Multicultural Education in Colleges and Universities

By Carolyn R. O'Grady | Go to book overview
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15
Strengthening Multicultural Education With Community- Based Service Learning
Christine E. Sleeter California State University Monterey BayThe following examples of poor attempts at multicultural teaching may be familiar to multicultural teacher educators.
A second-grade teacher laments the lack of interest parents of her students seem to have in education. "They just won't help out at home," she says, "They have this belief that education is only the school's job and that they don't have to help out. They don't come in for conferences, they don't read to their kids at home -- they just don't seem to care!"
The principal of an elementary school is struggling with community desires that the school's curriculum be more multicultural. He decides to respond by organizing a cultural fair in conjunction with Cinco de Mayo. He is puzzled when an African-American teacher comments that having a fair might be fun, but doing so is pretty irrelevant.
A White preservice teacher grumbles that course work in multicultural education is a waste of time. Her mother is a teacher, and has told her that teachers don't need that kind of course work. One of her assignments is to develop a set of multicultural lesson plans. She wants to pass the course, so she turns in lesson plans she developed for a science methods course, sprinkling the word "culture" here and

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Integrating Service Learning and Multicultural Education in Colleges and Universities
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