that advances a climate of inclusion where individual and group differences are valued." Critics such as Sleeter and McLaren want increased emphasis on a critique of racism in education rather than allowing the superficial exposure of cultures to be the standard. They find that many minority groups want to focus on establishing their own cultural identity before attempting to enter into a multicultural world. Implementation Practicing educators face many challenges to incorporating multicultural education in their classrooms. Important considerations include: Content Integration: Content integration deals with the extent to which teachers use examples and content from a variety of cultures in their teaching. Knowledge construction: Teachers need to help students understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed. Prejudice Reduction: This dimension focuses on the characteristics of students' racial attitudes and how they can be modified by teaching methods and materials. Empowering School Culture: Grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and the students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups. Equity Pedagogy: An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups. Multicultural education can be implemented on the macro-level with the implementation of programs and culture at the school-wide or district-wide level and also at the mico-level by specific teachers within their individual classrooms. School and district-wide practices While individual teachers may work to teach in ways that support multicultural ideas, in order to truly experience a multicultural education, there must be a commitment at the school or district level. In developing a school or district wide plan for multicultural education, Dr. Steven L. Paine, West Virginia State Superintendent of schools gives these suggestions: Involve stakeholders in the decision-making process. Examine the school climate and culture and the roles played by both students and staff. Gather information on what is currently being done to promote multicultural education already. Establish school-wide activities throughout the year that support multicultural themes. Focus on student and teacher outcomes that involve a knowledge of diversity, respect, cooperation, and communication. Involve the community in this plan. Teaching strategies and practices Fullinwider describes one controversial method: