ERIC Number: ED398293
Record Type: RIE
Publication Date: 1996-Mar
Instilling Civic and Democratic Values in ALL Students: A Multicultural Perspective.
Suleiman, Mahmoud F.; Moore, Rock
The key elements of promoting human traits such as building trust through proactive communication, empowering individuals, affirming civic values through diversity, serving as a symbol, and increasing accountability and responsibility as they relate to teachers and students are the focus of this article, which provides educators with useful guidelines to instill these virtues in themselves and their students in U.S. schools. It also offers suggestions for playing the role of cultural mediator in democratic institutions. If teachers are to promote global and multicultural perspectives in their leadership roles, they will need to develop new plans of interaction in diverse settings. This should be the axiom on which reflection, dialogue, and action in academic institutions are based. Teachers as civic leaders must work with students and collaborate with other educators in myriad ways to create a communal democratic culture at schools. A pragmatic model is presented to enhance universal civic values. This model stresses that culturally relevant curriculum and instructional techniques should relate personally and experientially to the cognitive, academic, social, and linguistic abilities of students. Teachers are urged to diversify teaching methods and the use of teaching aids to address different avenues of learning in the interests of educational equity. (Contains 21 references.) (Author/SLD)
Descriptors: Accountability, Citizenship Education, Cultural Awareness, Cultural Differences, Democracy, Elementary Secondary Education, Empowerment, Equal Education, Instructional Leadership, Multicultural Education, School Culture, Teacher Responsibility, Teacher Role, Teaching Methods, Values Education
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Portions of this paper presented at the National Social Sciences Association Conference (Reno, NV, March 1996).