To begin with, the need for change in our classrooms and the rationale behind it are inseparable. Let's assume that belief plays a pivotal role in achieving success. If this is assumed then it's imperative for teachers to have faith in their abilities and their capacity to attain success. When teachers lack belief in themselves and the potential for success, academic achievement within their classrooms becomes an unattainable goal. Furthermore, without belief, the ability to recognize and interpret success is also impossible.
Additionally, it's crucial to identify the obstacles or hindrances preventing the fulfillment of a set of specified requirements for success. Keeping this in mind, I believe that the challenges in achieving these requirements revolve around some fundamental principles. In a broader sense, both the community and the school must establish a trusting partnership and view each other as a cohesive team. Once trust and cooperation are established, mutually intelligible goals can be set.
In an article titled "The Challenge of Defining 'Multicultural Education,'" Paul Gorski highlights an intriguing dilemma in this situation. At times, stakeholders may lack a common understanding of the essential concepts and ideas necessary for success, despite differing conceptualizations of multicultural education. So, establishing trust among stakeholders can lower barriers on both sides. Eventually this results in facilitating the formation of a consensus that, in turn, leads to successful outcomes.
Gorski, Paul. “Multicultural Education Definition.” Edchange.org, 2010, www.edchange.org/multicultural/initial.html.
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