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  Case: De-emphasize Differences.
I was recently assigned to the middle school in the Warren School District. The district serves a community that had once been an all-white middle-class enclave, but has recently become more diverse in its ethnic makeup. I am very interested in multicultural education. I instituted the use of dialog journals in my adviser group, telling the students that they can write anything they want. Some journal entries cause me concern. Warren Jackson, an African American, complains that my emphasis on African American culture embarrasses him. Gail Smith, a white girl, writes that her parents object strongly to her affection for Warren Jackson and that she is considering suicide. My problems come to a head in my first meeting with the principal. The principal suggests that I decrease his use of small groups, that I abandon my dialogue journals, and that I de-emphasize the multicultural aspects of my classes. He suggests that I emphasize similarities, not differences. I don't know what to do. I do think that my methods have some value but I cannot go against my principal.
Solution: (Rates are posted for this solution!)
I think you and your principle both offer valid ideas. I think placing value on similarities is a wonderful method for teaching multicultural diversity if constructed in a manner that showcases cultural differences but then relates them to each other. This is how you can accommodate your principle and retain your values about the importance of your lessons. In regard to the journals, I cant come on board with any free thinking or writing suppression; I believe whole-heartedly in the journals and if the students feel comfortable enough to express true feelings, than even better.