Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and women studies, and reinterprets content from related academic disciplines. It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. One study found these strategies to be effective in promoting educational achievements among immigrant students. Objectives The objectives of multicultural education vary among educational philosophers and political theorists. Educational philosophers argue for preservation of minority cultures by fostering students's development of autonomy and introducing them to multiple cultures. This exposure assists students in thinking more critically, as well as, encourages them to have a more open mindset. Political theorists want to use multicultural education to motivate social action. In this approach students are equipped with knowledge, values, and skills necessary to advocate and participate in social change. Teachers then serve as change agents, promoting relevant democratic values and empowering students to act. Other goals include: Promote civic good Correct historical records Increase student self-esteem Diversify student exposure Preserve minority group culture Foster student autonomy Promote social justice Enable students to succeed economically Adaptation and modification to established curriculum serve as an example of an approach to preserving minority group culture. Brief sensitivity training, separate units on ethnic celebrations, and closer attention paid to instances of prejudice, are examples of minimal approaches, which are less likely to reap long term benefits for students. Multicultural education should span beyond autonomy, by exposing students to global uniqueness, fostering deepened understanding, and providing access to varied practices, ideas, and ways of life; it is a process of societal transformation and reconstruction. "Creating inclusive campus environments is challenging, but there is also great personal reward to be gained from helping create a campus 'laboratory for learning how to live and interrelate within a complex world' and to prepare students to make significant contributions to that world." Views Multicultural education and politics Advocates of democracy in schooling, led by John Dewey (1859–1952), argued that public education was needed to educate all students. Dewey believed in pragmatism, meaning that students learn better by a hands on approach. Dewey was convinced that reality is only what is experienced, so students must interact with their environment, including students of various races, ethnicities, and