Beyond silence: Teaching multicultural concepts in the sixth-grade humanities class

The differing dimensions and implications of multicultural education are explored in this study. The qualitative research includes narratives of teacher-student and student-student interactions, a student and parent questionnaire, and the collection of classroom handouts and lesson plans. The guiding question of this study is, how can multicultural education be effectively taught in a sixth-grade humanities class? The findings suggest that classroom teachers need to teach Anglo-American students to be more culturally responsive of their American culture and heritage before attempting to teach about different ethnic and cultural groups.