{"id":195,"date":"2016-03-25T21:42:32","date_gmt":"2016-03-25T21:42:32","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/educationalpsychology\/?post_type=chapter&p=195"},"modified":"2016-03-25T21:42:32","modified_gmt":"2016-03-25T21:42:32","slug":"accommodating-cultural-diversity-in-practice","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-educationalpsychology\/chapter\/accommodating-cultural-diversity-in-practice\/","title":{"raw":"Accommodating cultural diversity in practice","rendered":"Accommodating cultural diversity in practice"},"content":{"raw":"As the comments in the previous section imply, accommodating to cultural diversity involves more than adding cultural content to the curriculum\u2014more than celebrating Mexican holidays in an American social studies class, for example, and more than discussing the history of slavery of African-Americans. These are useful actions, but they are only a starting point for truly multicultural<\/em> education (Banks, 2009). In addition it is important to engage students in exploring the culturally based assumptions of whatever subject they are studying. In studying the \u201cWestward Movement\u201d (the settlement of the American west), for example, it is important to point out that this movement was \u201cwestward\u201d only from the point of view of the white Americans living in the eastern United States. To the indigenous American Indians, the \u201cwest\u201d was the center of their world; to the Mexicans, it was \u201cnorth\u201d; to the Asian laborers living in California, it was \u201ceast.\u201d\r\n\r\nJames Banks has proposed five features of a fully multicultural educational program (2009). The first two of these were mentioned in the paragraph above, but not the next three:\r\n