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Reflection on diversity in the classroom
Reflection on diversity in the classroom
Reflection on diversity in the classroom
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Introduction
As an educator, you easily find yourself with the feeling that you are working in isolation. Working from within your classroom, unsure of what, how or why your colleagues are working. Being able to have an opportunity to step back and critically reflect on yourself is essential if you are to continue to grow within the profession. What are the ‘big ideas’ in education? Who has a greater impact on schooling, the students and their learning needs or state and the policies in which they develop? Do we ever ask ourselves what is the purpose of schooling? Why is the system set up in the way that it is? What role has history played in the development of education systems? This course has encouraged me to reflect on my own beliefs about education. Therefore I feel that the natural place for me to begin to further my understanding of education, is be examining and analyzing the purposes of schooling.
In this paper, I intend to analyze the purposes of schooling by comparing the education in system in Ontario to that of the system in Israel. To complete this analysis I will begin with trying to define the differing purposes of education by establishing a historical context to both educational systems. Next, I will apply Hofstede’s analytical framework further my understanding of the purpose of schooling in Israel and Ontario. This will be followed with an examination of globalization and the impact is has on both educational systems, has globalization altered the purposes of schooling in both countries. Finally, I will try to understand how the information has and will influence my growth as an educator.
Purpose of Schooling
I have always assumed that the basic purpose of schooling was to provide ...
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...e promise of diversity Ontario’s equity and inclusive education strategy. Toronto, Ont.: Ontario Ministry of Education. http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf
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Skerrett, A. (2008). Racializing Educational Change: Melting Pot and Mosaic Influences on Educational Policy and Practice. Journal of Educational Change, 9, 261-280.
Vision of Hope. (n.d.). Toronto District School Board (TDSB). Retrieved September 13, 2011, from http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=10496&menuid=27835&pageid=23941
Yablon, Y. (2009). Privatization of Religious Public Education in Israel: Enhancing Parents' Educational Goals of Fostering Segregation?. International Journal of Inclusive Education, 13(5), 539-551.
Glaze, A. (2013). How Ontario spread successful practices across 5,000 schools. Phi Delta Kappan, 95(3), 44.
What is the purpose of education? A question that has been asked for centuries and defined in many ways; each theorist will argue their views on education is unsurpassed, yet it remains a question, that the future of our children depends upon. My personal philosophy of education is to create an environment that allows every child the freedom and ability to discover, create and pursue their interests; ultimately becoming the best they can, for an evolving and unpredictable future. Within this framework, the purpose being to encourage learning through children’s interests, by personalising education for the individual and interlacing subjects to engage and entice learning. While discussing my personal philosophy of education, I will explain the aim of education, consider the role of the teacher and the learner and present effective teaching methods and practices for within the classroom. This essay will demonstrate that Dewey, Friedman, Neill, Noddings, Robinson, and Zhao, support my personal philosophy and prove in contrast with the theories of Skinner and Rousseau.
Although the government, since the 1950’s, has strongly supported and encouraged racial integration within schools and communities, it seems that different races still tend to separate themselves somehow. A main source of school segregation is the continuance of racial separation in American communities, where most children must attend the public school that is zoned within a certain district, contingent upon their residency (“School Segregation in the United States”). Generally, lower-class neighborhoods are all zoned to attend school together with no integration of different races and cultures. However, advancements in legislation are now allowing parents to request school transfers in different districts that could possibly increase integration by attracting students from broader and more geographically diverse zones (“School Segregation in the United
Despite the current demographics in education reform, creating diversity is possible. There is no other way to solve our current educational crisis. It begins here. With an understanding of the essentialism that exists in education reform. Stakeholders in the education reform movement, must make it a priority to begin to integrate the conversation. We must build deliberate collaborations and coalitions with black and brown communities and educators to engage in this dialogue. Education transformation will materialize as we get closer to the people we are trying to help.
...ton, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
Those efforts improve students' learning and experiences by cultivating key behaviors and knowledge and by providing a unique educational context. Published in the American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies, is fully explored. The findings of the study presented can be generalized to the argument of institutional racism, as this piece presents rationale against it. The limitations of this paper are the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
In terms of education, multiculturalism is becoming increasingly disruptive in Canadian society. It seems that there is a new issue in the media focus regarding education on a weekly basis. It's becoming increasingly apparent that most, if not all issues in recent years stem from the debate of whether to centralize or decentralize our current system of education. Proponents of centralization argue that a standard national system of education will provide all people with access to the same quality of education. On the other hand, proponent’s of decentralization claim that individual educational institutions will provide a level of education that is sensitive to the differing cultures and economic status within a particular area. Both sides contend that their system will provide a higher standard of education while improving the educational opportunities for minorities.
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Throughout the years spent in schooling, a lot of changes occur. The development process is particular for the many stages throughout one’s education.
Children across the world have varied experiences of schooling. This essay examines the functions of schooling and the effects that schooling can have on children’s lives. The two functions, manifest and latent are discussed, plus dysfunctions, disaffection and alienation, along with considering whether the qualification-award function of schooling has come to replace the educational function. Using the resources from the U212 materials, these functions will be critically considered, deliberating the views of sociologists and psychologists such as Roger Merton, Jens Qvortrup, Ronald Dore and Paul Willis.
Clearly, we can pin-point a top-down approach that the government has integrated in the different levels over the years to shape our education system. With such teacher-centric developments flowing in, we can see that the emphasis is now on the stake-holders of the system – the teachers. From my perspective as a trainee teacher, the vision is achievable, however in some instances; I foresee an addition to the countless dilemmas that I would face as a beginning teacher due to the contradicting objectives of the different management levels. It is too simple to pass one-size-fits-all policies and assume it may be carried out in the same way in different schools due to the dynamic nature of schools and students. This essay will be a reflection of determining my role as a teacher and also to look at...
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
Public schools must adhere to a curriculum or state standards relating to what can be taught and how it is presented in life. Certain subjects such as religion and politics are taboo as well. Rulings in many court cases over the years have determined the scope and limits of what can be taught and how it is presented in public school system. But a private school can teach whatever it likes and present it in any way the school chooses. That’s because parents choose to send their children to a specific scho...
There is no one single definition for what education really is. Experts and scholars from the beginning have viewed and commented about education in different ways. The definition mostly agreed upon was that education is an acquisition or passing of skills, behavior or knowledge from an institution to another. This institution can either be a person, a school, a family or even the society. If we go in the ancient meaning and the ideology of education, it means to lead out of ignorance. In other words, education or knowledge in this sense was light and education brought the person out of the dark. The purpose and ideology of education is therefore to bring out the potential of a person and pass on knowledge