Suchergebnisse

This article explores the objectives and classroom dynamics of multicultural courses, describes various forms of student resistance to these courses, and suggests methods of teaching that can prevent and alleviate student resistance. Teachers should anticipate resistance from students in courses on multiculturalism and can view such challenges to the material or to the teacher as opportunities to make the issues relevant to the students' own experiences. Teaching preparation and techniques, including use of the syllabus as a guiding structure for the course, use of a case studies approach, short feedback evaluations, setting of ground rules for discussion, establishing a climate of trust and open inquiry, and using anecdotal texts to illustrate historical information are discussed as ways to engage students and work productively with resistance.