Canadian Journal of Public Health

, Volume 98, Issue 1, pp 26–29 | Cite as

Culture Connection Project

Promoting Multiculturalism in Elementary Schools
  • Lucia Yiu MatukEmail author
  • Tina Ruggirello
Public Health Intervention



To promote multiculturalism among grade school students through drama education.


Grade 3–6 students (N=665) from 6 targeted schools including lead-class students (n=158) representing each school.


Elementary schools in Windsor-Essex County, Ontario, Canada.


In this non-experimental design study, group discussions conducted with each lead class to explore students’ understanding of multiculturalism were developed into an interactive drama performance and performed for all grades 3–6 students in their respective schools. A follow-up drama workshop was offered to each lead class one week after the drama performance. All students completed a 7-item questionnaire before and after the drama performance and after the drama workshop. Pre-test and post-test data collected were analyzed using T-test and ANOVA to determine the effects of drama education on students’ attitudes toward multiculturalism.


Statistical analysis at 0.05 significance level revealed that both the performance and the drama workshop heightened students’ awareness of racism, and instilled cultural respect through “talking with others”, “accepting others”, and “believing that they can make a difference” in multiculturalism promotion.


Drama education was an effective experiential tool for promoting multiculturalism in a school setting. The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing culture safety care.

MeSH terms

Multiculturalism promotion drama education experiential learning 



D’utiliser l’éducation de drame pour promouvoir le multiculturalisme parmi les étudiants d’écoles élémentaires.

Les participants

Des élèves du 3e aux 6e années (N=665) venant de six écoles visées, incluant des étudiants (N=158) représentant des classes à la tête de chaque école.

Le cadre

Des écoles élémentaires dans la comté de Windsor-Essex, Ontario, Canada. L’p ]Intervention: Des discussions sur le multiculturalisme menées avec chaque classe à la tête étaient dévelopées dans une performance dramatique exécutée aux étudiants des 3e aux 6e années. La semaine suivante, un atelier de drame était offert à chaque classe à la tête. Les étudiants ont répondu à une questionnaire à sept questions avant et après la performance et après l’atelier. Des analyses avec le T-test et l’ANOVA ont déterminé les effets de l’éducation de drame sur les attitudes des étudiants envers le multiculturalisme.

Les résultats

À significance de 0,05, les analyses statistiques ont révélé que la performance et l’atelier de drame ont amélioré la conscience des étudiants de la racisme, et inculqué un respect pour d’autres cultures en « parlant avec les autres, » « accepter les autres, » et « croyant qu’ils peuvent faire une différence » dans la promotion du multiculturalisme.


La L’éducation de drame était éffectif pour promouvoir le multiculturalisme parmi les élèves élémentaires. Afin de réaliser l’harmonie raciale, il faut respecter les différences individuelles, et élargir les déterminants sociaux de la santé en fournissant le soin sensible aux différences culturelles.


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Copyright information

© The Canadian Public Health Association 2007

Authors and Affiliations

  1. 1.Faculty of NursingUniversity of WindsorWindsorCanada
  2. 2.School of Dramatic ArtUniversity of WindsorCanada

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