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I S S UE 96 JANUARY 2007 CONTENTS HOMEPAGE
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SCHOOLS
Multicultural educators as change agents
MaryJamesEdwards
This article describes the deep self-reflection, characteristic attitudes, and critical skills that will
help educators act as change agents to create truly multicultural environments in their schools
and organizations and to build cultural bridges between their students.
The topic in the senior sociology class I was teaching was race relations. In a school district struggling with
issues of race, this can be a very heated discussion. Michelle, a white student, was sharing her views on race with
the class. Everyone appeared to be listening, with some students jotting down notes while others were shaking
their heads in agreement or disagreement.
Shawn caught my eye. His body language told me he did not agree with anything she was saying. His hand shot
up several times, and I signaled to him that I saw his hand and would give him a chance to respond. When
Michelle finished speaking, I turned to Shawn and asked if he would like to respond. This was the moment he
had been waiting for. I said, Before you respond, paraphrase what Michelle said. Shawn turned to Michelle,
paraphrasing what he had heard and ending with the question, Did I hear you correctly? Michelle replied that
he had not and proceeded to restate what she had previously said, paying particular attention to clearing up the
areas he had heard inaccurately.
As a classroom teacher, I have witnessed discussions about race result in shouting matches with tempers flaring
and no listening or understanding occurring. What was different about this class was that I had learned that
creating an environment where difficult discussions can take place and a diversity of opinions can be expressed
and heard requires skills and strategies. The exchange between Shawn and Michelle provided a teachable
moment for my students. We discussed what could have happened if Shawn had not paraphrased what he had
heard and Michelle had not been able to repeat what she had shared. Shawn shared what he was feeling as he
listened to Michelle and what had prevented him from hearing what she had really said. We talked about the
value of active listening and how to use these skills when we discuss topics that provoke strong emotions and
feelings.
Being a change agent
After this sociology class was over, I reflected on the reasons our classroom conversations on race were much
different than in previous years. An important reason was that I was on my own journey as a teacher.
I agree with Linda Lantieri and Janet Patti, authors of Waging Peace in Our Schools (1996), (See)who wrote that
one of the most pressing problems in schools and among youth in general is cultural and racial bias (p. 89).
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My challenge, then in the classroom and now at the district level, is helping students and teachers communicate
across cultures by examining their feelings about racial and cultural differences.
When I was first introduced to the notion that an equity change agent was someone who would work within the
school setting to bring about equity, I imagined I would be the facilitator, helping children to learn about each
other and how to get along. Valuing diversity would be about educating children. I did not think in terms of
examining my own biases about people who were different from me. What I have learned is that before I could
authentically work with others to overcome bias and bigotry, I had to first do my own internal work. Part of that
work included how I handled conflict around these issues and inadvertently contributed to the escalation of
these conflicts.
I had to acknowledge that my attitudes and feelings about people who were other had been influenced by
those who had raised me. Sometimes those messages were loud and clear; other times they were quiet and subtle.
But they conveyed to me how I should feel, what I should think, and whom I could and could not trust. The
teachings included personal experiences, hearsay, and stories handed down to them and on to me. Having
internalized many of those messages and having experiences of my own that confirmed those notions led me to
conclude that those who had raised me were right. Their truth had become my truth.
Many people reject the notion that they have been influenced at all by these so-called messages. But when
given time and opportunity in a non-hostile environment that allows for reflection, they can acknowledge the
influences of those who raised them. Some buy into the bias and bigotry as I did and act accordingly. Others
choose to break the cycle early on and cross the invisible boundaries that keep us from interacting with others
who are different from us. Crossing those boundaries allows us to challenge stereotypes that we have learned.
Realizing that ignorance and prejudice have informed our view of the world and of its people often causes us to
struggle within ourselves. This is the place where we begin to consider becoming a change agent by working on
ourselves first. That work includes unlearning the myths that have kept us disconnected from people who are
different from us and beginning to discuss and understand how power and unearned advantage serve as tools of
oppression.
Once we have accepted the challenge to work on ourselves first and acknowledge that it is a lifelong journey, we
can begin to help others we meet along the way. I now define a change agent as someone:
who has the skills and commitment to enable others to behave differently by offering them
opportunities to learn and grow in positive ways
who acknowledges that lasting change takes time and allows for self-development
who helps to facilitate personal, professional, and systemic change in ways that promote and foster
social responsibility, equity, and justice
Rethinking conflict around issues of diversity
Difference is at the center of most conflicts. When we consider multicultural education, too often the concept
itself creates fear, controversy, excitement, and conflict. Conflict within the context of multicultural education
can come in various forms of philosophical debates. For a school district courageous enough to truly embrace
multiculturalism, conflict may come in the form of resistance from within.
Conflict is viewed by many educators as something to avoid at all costs and is often handled in ways that allow
for the least amount of constructive learning. Educators facilitating classrooms where expressions of difference
occur must come to grips with conflict as a tool of change. It must be viewed as an opportunity for growing and
learning. Before that can happen, it is necessary that educators facilitating those classrooms review and analyze
the messages they received about conflict as they grew up.
As part of my work with teachers, I invite them to remember the messages they received, particularly when they
were young, about conflict. Their responses include: Dont talk back, Never disagree in public, Its not
what you say but how you say it, Just walk away, and Dont be afraid to share your views. There were
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gender-specific remembered voices: Ladies dont fight, Let your husband have the last word, and Dont hit
girls. Note the tendency to equate conflict with violence.
There were culturally specific responses as well: Never argue with white people, and Dont argue with those
people because theyll get violent. However, there are cultural groups for whom a boisterous exchange of ideas
is not considered to be a conflict.
On a nonverbal level, teachers often share that the overriding messages they received were that nothing good
came out of conflict and to avoid it at all costs. Nonverbal messages were as powerful, if not more so, than verbal
messages.
After hearing the messages teachers recalled, I would ask the group, What impact have these messages had on
how you handle conflict today? Many stated that they had never taken the time or had the opportunity to think
about these messages. One said, I deal with conflict every day, and Ive never thought about how I feel about
it.
When I asked these same teachers about messages they give their children about handling conflict, verbal and
nonverbal, their messages ranged from fight back to avoid. When I ask the teachers to share with each other
how these messages help or hinder their work with students, their responses often indicate that their personal
reactions to conflict interfere with their work with students. They agree that this is an area we need to discuss and
work on.
Before I could create an environment where expressions of difference could occur, I also had to gain a better
understanding of my own conflict style. I had to develop new skills and behaviors that would not shut down
dialogue but allow it to open up. I had to be willing to intervene and interrupt bias when it occurred. Learning
new skills was relatively easy. Using them was a challenge. Internalizing them took time.
Multicultural education: A gift or one more thing to do?
I was approached one day by a teacher who viewed multicultural education as one more thing to do that will
pass like other programs that come and go. Frustrated by having to do one more thing, she blurted out, I
dont have time to teach about every ethnic group in my class!
That statement provided an incredible learning opportunity for me. First, it helped me to understand her
definition of what multicultural education is and how it should be delivered. Second, it gave me the title for a
workshop that would offer the skills and strategies that are necessary if multicultural education is to be delivered
in an authentic way. Rather than something that has to be done whether we like it or not, multicultural education
is and should be viewed as a gift, a wonderful opportunity to learn about ourselves and others by recognizing
that we are all experts on our own lives and experiences.
The challenge is to rethink our views and explore our feelings of discomfort when working toward education
that is multicultural. What is getting in our way? My experience has been that a large part of the resistance is the
how to, the delivery of such a program when teachers are already feeling overwhelmed and believe, as one
teacher put it, there is no room in the curriculum.
Staff development programs that provide time and space for self-reflection, acknowledge that we are all at
different places in our journey, and that devote adequate time to build the trust necessary for honest, deep
discussions around difference are all too rare. These opportunities to learn about self and others, to build
community, can help educators become culturally competent.
A culturally competent educator is one who takes responsibility for learning about his or her students and the
experiences they bring with them into the classroom. The challenge is to incorporate their experiences and ways
of knowing into their learning environment. In addition to knowing students individually and collectively, they
also must learn skills and strategies to challenge racism and oppression as it exists in educational institutions.
In my experience, staff development is a key component in helping teachers teach and communicate across
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cultures. The one-shot, two-hour staff development session sends the message that learning in this area is not
important, and it does not provide the time necessary to do the internal work necessary for change.
Creating multicultural educational environments
I believe that creating a respectful environment where learning can take place is the first step in embracing
multiculturalism. In this respectful environment, trust can be developed, feelings can be expressed, and the
sharing of ideas and experiences can begin.
Multicultural education is about learning many perspectives. Understanding points of view helps to de-escalate
conflict and allows room for other stories and truths to be explored. These skills, strategies, and concepts are
staples of most conflict resolution programs. Establishing rules for discussion and learning to use active
listening skills help to develop a feeling of safety within small and large groups. Using I-messages to express
ones ideas and feelings allows room for many perspectives to be shared and heard. Paraphrasing information for
clarity and acknowledging feelings that may surface allow communication to continue as individuals discuss
and work through difficult, emotional topics.
The challenging messages that students bring with them into the classroom require effective educational
strategies that encourage young people to determine their own truth. It is crucial that students have
opportunities to understand and appreciate their own culture and make connections to and appreciate the culture
and experiences of others. The price we pay for not allowing this growth and opportunity is the perpetuation of
stereotypes, misunderstanding, and miscommunication that can often result in conflict that can lead to acts of
violence. The open classroom environment enjoyed by Shawn and Michelle, the two students I mentioned
earlier, was created with the direct teaching of conflict resolution skills and the infusion of multicultural
concepts into the curriculum.
Such direct teaching will help bring schools and educators at all levels closer to Lantieri and Pattis (1996) new
vision of education that includes improving the social and emotional competence of children by teaching them
life skills: This set of skills and understandings is essential for every child. A childs emotional and social well-
being should not be attended to only when emotional outbursts, physical fights, or racial slurs occur; we believe
that the teaching of these skills and competencies in our schools is critical for our future survival (p. 6).

Guidelinesforchallengingracism
andotherformsofoppression
1.Challengediscriminatoryattitudesandbehavior! Ignoring the issues will
not make them go away, and silence can send the message that you are in agreement with such
attitudes and behaviors. Make it clear that you will not tolerate racial, ethnic, religious, or sexual
jokes or slurs, or any actions that demean any person or group. Your intervention may not always
take place at the exact time or place of the incident, but the issue should be addressed promptly.
2. Expect tension and conflict and learn to manage it. Sensitive and deep-seated issues are unlikely to
change without some struggle, and in many situations conflict is unavoidable. Face your fears and
discomforts and remember that tension and conflict can be positive forces that foster growth.
3. Be aware of your own attitudes, stereotypes, and expectations, and be open to discovering the
limitations they place on your perspective. None of us remain untouched by the discriminatory messages
in our society. If you arent sure how to handle a situation, say so and seek the information or help that
you need. Practice not getting defensive when discriminatory attitudes or behaviors are pointed out to
you.
4. Actively listen to and learn from others experiences. Dont minimize, trivialize, or deny peoples
concerns; make an effort to see situations through their eyes.
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5. Use language and behavior that is non-biased and inclusive of all people regardless of race,
ethnicity, sex, disabilities, sexual orientation, class, age, or religion.
6. Provide accurate information to challenge stereotypes and biases. Take responsibility for educating
yourself about your own and other peoples cultures. Do not expect people from different backgrounds to
automatically educate you about their culture or history, or to explain racism or sexism to you. People
are more willing to share when you take an active role and the learning is mutual.
7. Acknowledge diversity and avoid stereotypical thinking. Dont ignore or pretend not to see
differences. Acknowledging differences is not the problem, but stereotypes and negative judgments
about differences are always hurtful because they generalize, limit, and deny peoples full humanity.
8. Be aware of your own hesitancy to intervene in these kinds of situations. Confront your own fears
about interrupting discrimination, set your priorities, and take action.
9. Project a feeling of understanding, love, and support when confronting individuals about
discriminatory behavior. Be nonjudgmental but know the bottom line: issues of human dignity, justice,
and safety are nonnegotiable.
10. Establish standards of responsibility and behavior and hold yourself and others accountable.
Demonstrate your personal and organizational commitment in practices, policies, and procedures, both
formal and informal. Maintain high expectations for all people.
11. Be a role model and be willing to take the risks that leadership demands.
12. Work collectively with others. Organize and support efforts that combat prejudice and oppression in
all its forms. Social change is a long-term struggle.
Copyright 1996 by Patti DeRosa, Change Works Consulting, 28 South Main Street #113,
Randolph, MA 02368, 781 986 6150.


Reference
Lantieri, L. & Patti, J. (1996). Waging pence in our schools. Boston: Beacon Press. (Seehere)

This feature: James-Edwards, Mary. (1999) Multicultural Educators as Change Agents. Reaching
TodaysYouth. Vol. 3 (2) pp. 17 21.