Instructional Environment and Teacher Competences in the Context of Multiculturalism

Abstract

The present study examined different views about culture and some basic characteristics of multiculturalism by defining this controversial concept, to design multicultural learning environments by exhibiting the related competences teachers should have. Multiculturalism emerged within the development of human rights movements as a result of increase in social diversity in Europe and the United States during 1960s and has been discussed in terms of various aspects. While reviewing the literature, it has been seen that oppositional views about multiculturalism were in the foreground. While the main arguments of the proponents of multiculturalism were democratization of the social structure by enriching diversity, it was argued by others that multiculturalism has a disruptive construct of social structure and unity. In the scope of this present study, multiculturalism was treated with the idea that it enriches social structure and rather than causing disruption, it brings integration. It was identified how to take multiculturalism concept into account in the instruction environment by defining the structure of the classroom environments where diverse cultural values hang together. In this manner, multicultural competences that the teachers, who are with students having diverse cultural values, should have with various views are explored. Strategies that might be used were also discussed to guide teachers in order to help them use the competences they have in teaching-learning environments.