the school has a great role to play in responding to a multicultural/diverse population because it is a citadel of learning. people should be taught tolerance and make sure we appreciate each others beliefs and values

Excellent Question. This is one of my favorit subjects, as a perofessor.

Let’s look fitst at our role as professor and try to apply what we do at the college/university level to the school level.

Here is what I do as a professor of Social Work, Who also teach about diversity.:

Group Discussion: Highlighting & Appreciating Diversity: Teaching about diversity to a diverse group of students can be very challanging, especially when students represent different identities, privilages, ages, gender, religion, socioeconomic classes, races, ethnicities, immigration statuses, sexual orientations, disabilities, and the like. However, I firmly believe that exposure to diversity lends itself to good knowledge and practice.  Students who engage with peers of  diverse backgrounds are better prepared to practice any profession with a wide range of diverse populations. I encurage a group discussion method where students reflect, discuss, debate, explore, agree/disagree. For example, I encurage students to share their own personal experiences with race/ethnic/gender/religion/ immigration/ and disabilities based discrimination; provide a safe space for group discussion, inspire interactive communication style, while mainting a respectful way in disagreeing with each other. I encourage students to share their experiences, both personal and professional ( at the uniooversity level), and to engage in meaningful dialogue with one another regarding these experiences. My role as a professor and as a facilitator is to create a safe, supportive, and encuraging environment, where mutual learning may occur.  Students have told me that this class discussion and dialogue between them has been very enlightening, and enjoyable.

Diverse Curriculum and activities: A diverse  classroom is usually embodied some challanging topics. In teaching and wortking with a diverse classroom, I put delligent efforts in diversifying my course materials before each session by sublmenting each topic with a list of in class and online activities including short videos, case studies, news paper articles, or presenting a brief segment of a radio talk. To increase interactive online discussion, I seek students’ reflection, using their own critical thinking, while interacting with one another by having each reply to at least one of their classmate posting. 

Case studies: I also diversify my teaching methods using different case studies that best reflect on the course materials.  through Moodle ( Blackboard) activities examples or come up with their own topics that matter to them. This teaching technique help students to use interactive communication while creating a more  inclusive classroom. Some times, I  introduce a topic using the “Not-knowing position,” admitting or pretending not being an expert while seeking students feedback and views of the  discussed topic. By doing so, I become not only a teacher but also a learner along side my students. I work collaboratively and together with students to create a safe, supportive, and  encuraging environment.

Please let me know if this reference/site is helpful to you:

Changing Students, Faculty, and Institutions in the Twenty-First ...

https://www.aacu.org/publications-research/periodicals/changing-students-faculty-and-institutions-twenty-first-century

Dennis

Dennis Mazur

Dialogue, interactive lectures. Sorry, I can't share more yet, but I'll be happy to soon...

Dear @Mohammad, please find attached two related research questions with fine answers and good relevant resources. Good luck with your research.

https://www.researchgate.net/post/How_can_the_use_of_eductional_technology_contribute_to_the_quality_of_learning_and_the_narrowing_of_the_social_gap_in_heterogeneous_classrooms

https://www.researchgate.net/post/What_are_the_aspects_of_Multiculturalism

As an individual who is multi-ethnic and cultural as well as multi-skilled in facilitating and teaching cultural diversity, it gives me great pleasure to respond to your question.  First, it is an excellent question.  I was very privileged to grow up in a family such as mine.  Therefore, my angle in working with this reality is to go straight to the core or the bone of the diversity.  I ask students to go back into the "recesses of their minds, their upbringing and to take a good long look at their respective backgrounds."  I ask them to identify the various ethnicities that they are an offspring. As I observe their demeanors and behaviors after that question, I am never surprised unless someone denies that they are diverse in their heritage and cultures.  

I often remind my audience/class/training group that it appears that "no one wants to admit or own their relatives who were of color."  It is a very touchy subject.  It seems to be a very difficult admission that they also have ancestors who were of color or of the Caucasian ethnicity.  I remind everyone that there is only one race and that is the human race.  There are not "races, but one race, period!"    Of course, I back up my statement with fact including various viewpoints and theories.  The discussion sometimes becomes high with a variety of emotions.  But, I believe that this is a turning point for anyone who may be unaware of their respective heritages or in denial.

Once this introduction to ancestry is done, then we move on to the rich histories of each ethnic group that we are a part of.  What I am saying, is that I facilitate my audience to own their identity, to recognize it and appreciate it.  If we as facilitators do not become aware of ourselves, our actualization and acceptance of who we are, we can never help anyone else accept themselves.

Another factor is becoming educated to the cultures and ethnicities of the world.  The beginning of the people.  Going as far back as possible to recognize the beginning of who we are. When we are confident in ourselves, we can help others be confident in themselves.

Therefore, as Educators/Facilitators, we must advocate for our schools: elementary, middle, secondary, college/university to be responsible and accountable to individual and community development to each other.  We are our schools.  We are walking schools.  Each of us are diverse, we come from diverse backgrounds, colors, faith, genders, socio-economic levels, etc.  Accepting our diversity leads to accepting others.  We must be that school always.

We have to be patient and should have a balance approach for diverse population. The class should teach in the following way:

Micro to macro

simple to complex

mandatory to desirable.

Interestingly, the replies address classroom methods while the questions asks about school.  They are good responses, yet when I saw the question my thoughts went immediately to the larger campus/school environment.  The classroom reaches 20-30 students per course while there are thousands of students on any campus.  And students in those classroom, presumably, arrive with an open mind.  What about the thousand others, especially those who are encountering "multicultural" or people of color for the first time in their lives and, not for the better, come from homes/communities of racism and hatred, thus what they have know all their lives.

There are many reports of "hate" incidents on campus (I was still around when these started happening.)  Other reports on sports teams or fraternities and sororities that make light of ethnic groups and engage in comedic incidents of such.  This is what "schools" should be addressing before it happens. These are the students who are most in need of that education.

Sadly, it is difficult to change the ingrained ideas that one is raised with/around since one has to constantly return there - home.  And this is what continues and will continue to perpetuate anti-multiculturalism in the US. We have taken a giant step backward in this area with the last election and a leader who comes from this background and preaches racism.

Here, Teacher has to lead a pivotal role. Teacher should discuss and appreciate the values of different cultures. As told by other colleagues, FGD will do the benefit. 

Helping immigrant students to succeed at school – and beyond!

How school systems respond to migration has an enormous impact on the economic and social well-being of all members of the communities they serve, whether they have an immigrant background or not. Some systems need to integrate large numbers of school-age migrants and asylum seekers quickly; some need to accommodate students whose mother tongue is different from the language spoken in the host community or whose families are socioeconomically disadvantaged; some systems are confronted with all three challenges at once.

The following pages reveal some of the difficulties immigrant students encounter – and some of the contributions they offer – while settling into their new communities and new schools. They also summarise some of the policies governments can implement to help immigrant students integrate into their host societies...

Teachers in schools with diverse student populations recognise that handling cultural diversity in class is difficult and requires preparation. Often, students differ not only in the knowledge and skills they have acquired in their early years, but also in the strategies they use to approach and solve problems...

Language and different cultures MUST NOT be an obstacles!

https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf

Multiculturalism and MinorityRights: Serbia and the EU! An excellent thesis about the issue!

Western models of multiculturalism may not be appropriate or applicable and as a consequence more contextual methods may be necessary in order to guarantee a meaningful and sustainable minority rights implementation. In accordance with this theme, this thesis will address the following question: How do the discrepancies between the European and Serbian approach to multiculturalism obstruct a meaningful and durable implementation of minority rights in Serbia’s Sandžak and what is a possible meeting ground that could facilitate further progress? In order to answer the question of why minority policies in Sandžak have only been moderately successful when it comes to achieving a durable scope of minority rights implementation, it is necessary to look at the larger debate surrounding multiculturalism and how it is interrelated to policies pursued by both Serbia and the European Union. Therefore, a theoretical discussion, illustrating the various accounts of multiculturalism will serve as a point of departure in this thesis...

Problems in Great Britain.

Following the release of diversity data by the Royal Society, this in-depth look at academia’s race problem asks why there are still so few Black scientists in the United Kingdom. In a related article, three senior researchers in medicine, chemistry and physics share their thoughts on how to tackle under-representation...

https://www.theguardian.com/science/2021/apr/10/why-are-there-still-so-few-black-scientists-in-the-uk

Dear Mohammad Sayel Alzyoud , How is diversity being represented in our courses?

The diversity of the HE student body is growing. This increase in diversity is potentially owing to the diversity and inclusion recruitment that occurs at central university level, which consequently drives widening participation programs, as well as women in STEM projects. Additionally, it is worth noting that statistics for online learners indicate this group are more diverse than on-campus groups...

Diverse learning content can create a richer learning experience for all students by bringing to the fore voices and narratives that are sometimes excluded or hidden, promoting the normalisation of these voices rather than contributing to their marginalisation...

https://www.timeshighereducation.com/hub/pearson/p/how-create-diverse-and-inclusive-content

Implementing cultural diversity and inclusion in a course, online or in person, can feel overwhelming when you think of all the elements that need to be considered. There is curricular content, pedagogy, accessibility, and universal design, all of which can affect students’ learning, motivation, and satisfaction. Therefore, it’s important to ensure that diversity and inclusion is at the heart of any course as it stands to have a strong positive impact on many aspects...

https://www.timeshighereducation.com/hub/p/implementing-diversity-and-inclusion-online-classroom

The UN's Sustainable Development Goals stress the need for gender equality and reducing inequalities more generally. As the scientific endeavor works toward solving these goals, it is particularly important that the workforce represents all ethnicities, and that authors from diverse backgrounds are represented in scholarly publishing in order to reduce inherent biases and enable a complete and global picture of the challenges we face. With the increasing awareness of minority representation in science, many funders now have explicit guidelines for funding to create programs promoting participation across ethnic groups...

https://discover.clarivate.com/ethnic-diversity-STEM-US-webinar?utm_campaign=EM_1_Ethnic_Diversity_LeadGen_Webinar_May18_SAR_Global_2022&utm_source=Eloqua&utm_medium=email