There are many attributes that indicate the ultimate success or failure of a student within the classroom environment, whether multi-culturally defined or not. This may be consistent with an individual’s class, ethnicity, race, as well as the determination of the student themselves. The question is often raised of the impact that these key indicators have within the educational system.
Background
Researching specific paradigms within a multicultural-defined classroom show that there are substantial differences between males and females, rich and poor, as well as within the fluctuation of age-range. There are dynamic comparative subtleties between the gender, racial and economic classes, defining learning abilities and characteristics of innate strengths and weaknesses that each specifically hold. These can be attributed to both cultural diversifications, as well as predetermined mindset of the researcher.
Guidelines which are fundamental to the success, as well to enhance cultural competency within the learning environment, can be solidified if introduced to a platform of educators who will comply with the changes that are necessary for the transformation of multi- cultural classroom. Benchmarks necessitated are defining discrimination/culture concepts, intellectual skills, cognitive strategies, acceptance/attitude guidelines, and an educator’s limited role vs. parental involvement, in conjunction with ethnic differences and stratification, which can solidify successful strategic guidelines for multicultural implementation.
Defining discrimination/culture concepts
Culture has been defined as the shared values, traditions, norms, customs, arts, history, folklore, and institutions of a group of people. Why should the educati...
... middle of paper ...
... for instruction. (3rd ed., pp. 317-320). Boston, MA: Pearson Education, Inc.
Gilligan, C. (1996). The centrality of relationships in psychological development. In G. Noam & K. Fischer (Eds.), Development and Vulnerability in Close Relationships Mahwah, NJ: Erlbaum.
Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York, NY: Free Press.
Jensen, A. R. (1969). How much can be boost IQ and scholastic achievement? Harvard
Educational Review, 39, 1-123.
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education. (pps. 86, 424-426). Boston, MA: Pearson Education, Inc.
Smith, M. K. (2002).Malcolm Knowles, informal adult education, self-direction and andragogy. The Encyclopedia of Informal Education, www.infed.org/thinkers/et-knowl.htm.
focused on how globalisation, multiculturalism and internationalisation have an effect at different education levels. The first part includes a brief explanation of the concept of globalisation, and how it affects the educational structure in secondary education through global competence. How this can make the educational environment more complex, and what it implies to be successfully achieved. Then, I will mention strategies adopted as a response for multiculturalism at schools, and how at a school
Multiculturalism In Canada Canada has long been called "The Mosaic", due to the fact that it is made up of a varied mix of races, cultures and ethnicities. As more and more immigrants come to Canada searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are the political state's policies concerning multiculturalism, the attitudes of Canadians around these policies, immigration, the
Focusing on the person and each of their needs rather than just a singular factor and the importance of unison among the mind, body and spirit shows the connection between multiculturalism and humanism. Also, when multicultural counsellors identify the significance of context in relation to their client, they pay attention to the client’s outlook and their view rather than their own interpretation. Multicultural liberation processes
the fact that it is made up of a varied mix of races, cultures, and ethnicities. As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed later in this paper
different types of people (as people of different races or cultures) in a group or organization. By the same token difference is difficult, and is often used to oppress and exploit the underprivileged. Diversity is a very prominent and pressing issue within higher education as a whole. Individuals that are affected negatively can have damaging emotional educational experiences. According to Ghosh (2012), diversity is influenced by location and position in society. An individual’s life experiences and
Curriculum reform requires that all teachers become teacher leaders. "This involves a commitment on the part of all to lead as experts in their subject area, their classrooms, and in the vision and mission of the school/district" (Hill, 2006, p. 178). Each teacher, especially the music educator, has to be an advocate for their subject within the curriculum. As the music curriculum is currently changing, the music educator should be aware of the issues that are being revised. Arts Integration Most
Multicultural education is a system of education or teaching that incorporates the beliefs and values of people from different cultural settings. In the classroom, for instance, teachers may adapt lessons to cater for the cultural diversity of the students in any one particular class. Often, “culture” is defined broadly as, ethnicity, language, nationality, encompassing race, gender, class religion, sexual orientation, and “exceptionality”, a politically correct term for students with specialized
Young people today are the subject of a multitude of changes, both past and present, which have rapidly and increasingly through the past few centuries revolutionized and globalized the world around them. Familiarizing our students as global citizens with concepts of change and continuity, fundamental to the study and understanding of our history, is of the utmost importance in our evolving society. Theme thirteen in the Queensland Studies Authority’s (QSA) 2004 senior modern history syllabus, Studies
eliminate them from achieving any sort of power or voice, thereby leaving them ... ... middle of paper ... ...ngs provide a paradox of education and neocolonialism: the same education and tools that is used to keep the dominant culture in power can be used by the dominated to liberate and mobilize them into power. Yet, we see in the past and present, that many minorities have used their education to write critically about the biases, racism, and inherent privileges that is possessed within education,
how, as a people we are dependent on each other as we attempt to build communities in which we can live harmoniously despite our cultural differences. This writer’s interpretation of the statement is that in a democracy, citizens are perceived free within limits of law where rights, equality, social justice and legal support are afforded thus; citizens have to be autonomous yet facilitate the autonomy of the wider society. In the context of what is Trinidad and Tobago and the Caribbean our islands
The functional area of service-learning is currently emerging as an acknowledged department at an institution of higher education. The theoretical roots of service learning go back to John Dewey, and the early twentieth century. However, current research on service-learning pedagogy dates back only to the early 1990’s. Best practices for the field are still being created as more and more new offices are springing up on campuses throughout the United States and institutions internationally. The reason
the needs of a diverse student body within the context of an English-speaking public institution. The school is well known throughout the area for its efforts in embracing diversity, projecting itself as a multicultural institution, and connecting with families regardless of their cultural background. However, in meeting the linguistic needs of its diverse population, Chamberlain falls sadly short. Volunteers or trained teachers pull students out of their classrooms for a brief lesson each day in English
to the Intifada: Historical novels for Spanish-speaking adolescents. Social Studies, 95(2), 75. Turk, D. B., Klein, E., & Dickstein, S. (2007). Mingling "fact" with "fiction": Strategies for integrating literature into history and social studies classrooms. History Teacher, 40(3), 397-406. Vogler, K. (2003). Where does social studies fit in a high-stakes testing environment? Social Studies, 94(5), 207-211.
Publishers, 1976. Marx, Karl & Friedrich Engels. The Communist Manifesto. Ed. David McLellan. New York: Oxford University Press, 1998. Merton, Robert King. Social Theory & Social Structure. New York: Free Press, 1968. Rahim, Aminur. "Multiculturalism or Ethnic Hegemony: A Critique of Multicultural Education in Toronto." The Journal of Ethnic Studies. 18.3 (1990): 29-46. Young, Michael F.D. & Geoff Whitty. Society, State and Schooling: Readings on the Possibilities for Radical Education