For educational experiences to be relevant to culturally diverse students,
they must reflect and connect with the students' particular life experiences
and perspectives. This need reflects the fact that learning is more effective
when new ideas are related to prior knowledge and initially are taught
in ways familiar to students (e.g., the principles of continuity and similarity)
(Boggs, Watson-Gregeo, & McMillen, 1985; Cazden, John, & Hymes,
1985; Neisser, 1986). It evokes two other beliefs common to U.S. education
philosophy: "start teaching where students are" and "expand the social,
cultural, and intellectual horizons of students." These beliefs and principles
require that References
Excerpted from NCREL Monograph: A Synthesis of Scholarship in Multicultural Education
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