A multicultural perspective addresses the various cultural groups in a country.

The program should reflect an awareness of stereotyping and generalization. It should acknowledge the difference among individuals and people within the same culture. For example, many Acadians speak French but some do not. Many Aboriginal people speak an Aboriginal language (e.g., Saulteaux) but some do not.

The program should also reflect an awareness that class, gender, region, and religion all influence individuals and that there is a fine line between generalizing and stereotyping.

The program should help students see historical and contemporary events from a variety of perspectives. Students should understand the social, economic, and cultural contexts that shape people and events.

The resources of a Wellness 10 program provide a unique means of exploring vicariously the spectrum of human experience. Culturally relevant resources can be an important tool for developing student sensitivity and understanding. It is particularly important for all students to see their lives and experiences reflected in the resources used in the Wellness 10 program.

Choosing resources that are representative of various cultural backgrounds requires sensitivity and an awareness of potential cultural and gender bias. (When unsure of a text’s accuracy, refer to appropriate selection aids such as the Wellness 10 bibliography, Diverse Voices, Selecting Fair and Equitable Learning Materials, or contact community members for guidance.)

Teachers are reminded that individual students will participate in their own ways, and that various cultural groups and individuals have their own customary ways of showing attentiveness. For example, some students may demonstrate attentiveness by maintaining eye contact with individual speakers. Others may nod their heads periodically. Yet others may demonstrate differing attentive behaviours.