ABSTRACT
One of the challenges to effective communication is diversity. There are many approaches to studying and teaching about diversity. Some theorists equate this term with multicultural education (e.g. Banks, 1999). Banks and Banks (1984), for example, defined multicultural education as “a field of study and an emerging discipline whose major aim is to create equal educational opportunities from diverse racial, ethnic, socialclass, and cultural groups” (p. xi). Wlodkowski and Ginsberg (1995) acknowledged the different interpretations of diversity and for the purposes of their research argued that it “conveys a need to respect similarities and differences among human beings and to go beyond ‘sensitivity’ to active and effective responsiveness” (pp. 8-9). Nieto (2002) described diversity as “[the] range of differences that encompass race, ethnicity, gender, social class, ability and language” (p. 183). We build on these definitions but also consider diversity to be a fluid and multidimensional concept. Culture, ethnicity, gender, class, and exceptionality emerge and converge in a number of communication spaces. Consider, for example, a crystal. It is multifaceted and complex. Depending on the way light reflects through it, certain features become prominent while learning styles. We conclude the chapter with a discussion of ways to cultivate culturally responsive teaching.
