Instructional
Pluralism 
Shaw (1996) defines instructional pluralism as "sensitivitiy to multiple learning styles and consequent variability of instruction" (p. 73). She describes how teachers of multicultural students can effectively use instructional pluralism:
"The willingness to embrace variability entails a certain frame of mind--which is heuristic, rather than prescriptive in nature--on the part of teachers. Multicultural teachers are creative people who consider the interaction of their students' learning styles and needs, their teaching styles, the demands of the subject matter, and the goals of Education That Is Multicultural and Social Reconstructionist when planning instruction. They also are cognizant of their own learning styles and use their awareness to avoid one-dimensional instruction and favoritism toward students of the same style. Multicultural teachers do not feel compelled to ignore differences to avoid stereotyping; they see not only unity in diversity, but also diversity in unity." (p. 73)
