Multicultural Leadership

1. What insights have I gained about my role as an educational leader from these chapters?

A. As an educational leader, these chapters provided me prospective with regards to the challenges of pluralism within our school, and also within our country as a whole. For instance chapter 13, provided a clear understanding of the questions that must be answered in order to fully realize a pluralistic school community. Likewise, this chapter helped me understand the pitfalls that must be overcome in order to fully implement a diverse school culture. Furthermore, chapter 14 supported this notion that there are larger country challenges to overcome before we can fully realize a more pluralistic society. Moreover, it gave me the realization that the

A multicultural leader is someone who includes many of the cultural groups that make up our society within their organization. For example, I will assembly a team of people with different races, genders, religions, languages, nationalities, income levels, sexuality, and disabilities (Koppelman, 2015, p. 317). Moreover, I will make a commitment to ensuring that these individuals provide students with the inspiration and encouragement that is needed to continue pluralism within our schools, and communities. Furthermore, for me to be considered a multicultural leader it is important that I also empower and support other diverse leaders to ensure that I am embolden and continuing diversity within our schools and community.

3. How can I actively lead to create a more pluralistic school?

A. I can lead a more pluralistic school by ensuring that I am implementing a curriculum and training my faculty on the importance of demonstrating to students and the larger community the importance of diversity and inclusiveness. Moreover, it includes leading a school where learning occurs through meaningful interactions where ideas, information, and experiences are categorized by experience. Therefore, it is important that the teachers within my pluralistic school truly understand that all students can learn, and design activities that correspond with that view (Koppelman, 2015, p.

I believe that my district should implement a multicultural curriculum because it helps to foster a sense of inclusiveness and respect for all people and groups. Moreover, it helps to give students the positive awareness of different sociocultural groups, and helps to limit discrimination of different cultural groups. Likewise, it gives students positive interactions between different backgrounds, and makes students consciously aware of the importance of diversity.

5. What must I do to implement a multicultural education approach, as defined by Sleeter and Grant?

A. According to these authors, a multicultural approach is one where learning occurs through experience and interaction. Therefore, to implement this type of approach it would be important to ensure that I am invoking within students the importance of demonstrating respect of all people and cultures. For instance, you have to allow students to show and share their culture, promote multicultural family interactions, communicate and link cultural differences, allow students to engage in cultural exchanges, and reshape the school curriculum to reflect a more diverse learning structure (Koppelman, 2015, p. 335).

6. In what ways will I advocate for culturally responsive teaching in my