Multicultural Education: Piecing the Puzzle When a child opens their first puzzle and the pieces fall to the floor, it can seem very confusing. What will they do with this pile of shapes in front of them? It often takes a parent to explain to them that all the different elements come together to form a whole. Although each piece is different and unique, when they are all put in their place, they form an overall picture. Similarly, teachers can teach multiculturalism in the classroom. Although each member of our society is unique and comes from different cultural backgrounds, we are all one unit. As Noel (1995) says, “Understanding our own identity and the culture of our community requires knowledge and recognition of our cultures and communities and the ways in which they have shaped us” (p. 267). By adding a multicultural component to their programs, teachers can help students see how each individual fits into the bigger picture. There are, however, arguments against multicultural education (Banks, 1995). For example, some critics believe that multicultural education is aimed only at minority groups, which discriminates against white, middle-class heterosexual men. Others believe that multiculturalism goes against Western and democratic ideals. A final argument is the assertion that multiculturalism would divide our supposedly united nation. Although critics of multicultural education may think they have valid arguments against this issue, I believe that the goals of multicultural education make it an important part of the curriculum that every student should follow. I agree with Wurzel (1988) and Noel (1995) when they point out that awareness is a key element of multiculturalism. Students need to become aware of their own culture and how they are similar and different from others. Awareness also involves an understanding of issues related to cultural differences and knowledge of the issues present in their community. After becoming aware of these issues, students often react emotionally. Aware of the richness and variety of cultures in their community and equipped with a personal emotional response, students can take social action, another goal of multicultural education (Noel, 1995). Noel said students would take "steps... ... middle of paper ...... Debunking multiculturalism." In Noll, J. W. (Ed.), Taking sides: Competing views on controversial educational issues (pp. 94-98). Guilford, CT: The Dushkin Publishing Group, Inc. Davidman, L. (with Davidman, PT) (1994). Teaching from a multicultural perspective: a practical guide. White Plains, NY: LongmanPublishing Group. Lynch, J. (1989). Multicultural education in a globalized society. Bristol, PA: The Falmer Press. Noel, J.R. (1995). Training multicultural teachers: from awareness to action through emotions. Journal of Teacher Education, 46, 267-272. Noll, J. W. (1995). Should multiculturalism permeate the school curriculum? Taking sides: Conflicting views on controversial educational issues (pp. 82-83). Guilford, CT: The Dushkin Publishing Group, Inc. Senese, GB, Tozer, SE, & Violas, PC (1995). School and society: historical and contemporary perspectives. New York: McGraw-Hill. Wurzel, J. S. (1988). Towards multiculturalism: a reader in multicultural education. Yarmouth, ME: Intercultural Press.