Alicia Sirop
Professor Speak
Honors Final
CDE-6
December 13, 2018
Sirop 1
“INTERCULTURLISM”
“The similarities and differences between Interculturalism and Multiculturalism can be
illustrated by way of a useful (if somewhat simplistic) contrast between two ‘‘guiding
metaphors.” in the multiculturalist ideal, the state is bound to respect cultural diversity
in the form of numerous cultural groups or voluntary associations that, in many cases,
choose to cultivate cross-cultural relations in dialogue, but that, in a substantial number
of cases, choose the path of isolation socially, politically, and educationally from the
larger, intercultural society. Given these characteristics, Multiculturalism’s guiding
metaphor has emerged as the mosaic. The guiding metaphor for Interculturalism is, in
contrast, becoming part of a story. The story has a determinate past, but its future is
open it is a future that should, ideally, be shaped by all its characters, both old and new.”
(Maxwell 434)
Early childhood educators work with children and families from a range of diverse
backgrounds (LadsonBillings, 2005). As society becomes increasingly multiracial, multilingual,
and multicultural, so does the need for educators abilities to support children’s development by
introducing the tools they need to live together respectfully and stand up to prejudice. Teachers
of young children play a pivotal role in laying this foundation (Gay, 2002; Hein & Miller, 2004),
so they must be prepared to develop environments that are inclusive and respectful to all. Early
educators have already accepted multiculturalism and anti-bias curriculum frameworks to
address issues of culture and diversity.
Alicia Sirop
Professor Speak
Honors Final
CDE-6
December 13, 2018
Sirop 2
• Multiculturalism focuses on the creation of equal educational opportunities and positive
attitudes toward differences (Banks & Banks, 2004).
• An anti-bias curriculum, articulated by Derman Sparks and Ramsey (2006), adds an
emphasis on the individual’s actions in response to discrimination and prejudice.
Putting both of these frameworks into practice generally follow a structure in which
teachers educate children about various cultures. Interculturalism adds a new layer for
addressing diversity through its attention to the bi-directionality that is needed in an authentic
sharing of cultural contexts. “Interculturalism is the sharing and learning across cultures that
promotes understanding, equality, harmony, and justice in a diverse society” (Loyola Marymount
University, 1990). With interculturalism, individuals learn from each other and engage in an
ongoing exploration of the historical and cultural contexts that influence individual development.
Instead of a top-down transmission of knowledge, an intercultural environment is one in which
there are authentic and meaningful information about each person’s individual experiences that
transform all involved. Imagine an early childhood classroom where the teachers, children, and
families learn together in an environment that simplifies a deep level of sharing about their
cultural contexts. The intercultural approach understands that no one individual fully represents
an ethnicity or a race. Each person represents his or her own experience as a member of a group
and within his or her cultural context. The word cultural context within the early childhood
education setting is inclusive of all parts of a child’s cultural identity that are unique and
important: ethnicity and race, primary language, family structure, socioeconomic status, and
special needs. Each individual can contribute in multiple ways to the knowledge of the cultural
context. Making assumptions of similarities about children and families simply because they
Alicia Sirop
Professor Speak
Honors Final
CDE-6
December 13, 2018
share a racial background can lead to mistaken assumptions. There is often more variation within
a cultural group than between cultural groups (Campinha-Bacote, 1994).
An intercultural approach encourages children to share their cultural context and changes
children’s understanding of the group’s differences. With an intercultural approach to teaching,
there is no expert teacher providing knowledge to his or her students. Rather, all of the children,
families, and teachers have the chance to learn from each other. The experience of sharing
cultural contexts with each other in a constructive and positive way is different from a
multicultural curriculum, where a teacher introduces children to a variety of cultural experiences
that may or may not reflect their daily lives. Through intercultural activities and dialogue, the
