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Reflection on diversity in the classroom
Changes in the education system
Reflection on diversity in the classroom
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The world is currently going through a cultural shift. This shift is one that will not only impact the people in the nation, but will also impact the way that education is viewed. The constant struggle for diverse teaching in the classroom proves that these reforms will ultimately a standard in the classroom as a whole. There is no question that America’s classrooms must be prepared to embrace the diversity that is bound to happen. However, it is important that teachers are prepared to address this challenge.
In-service teachers must be prepared to address the effect that diversity is presently having in the classrooms. Nevertheless, these teachers must be given the tools to help develop a culturally responsive class. This includes providing in-service teachers with ongoing training and evaluation that can help then to achieve this. Pre-service teachers are in a better position for being prepared for diverse learners. Teacher education programs must be ready to provide these future teachers with a program that will teach them to create a class that focuses on multicultural education. The OECD notes that “although teaching diversity is challenging, children everywhere deserve the best efforts and investments imaginable, as well as the instructional benefits of receiving high quality, relevant and empowering education” (273).
There is no doubt that problems exists in the concept of multicultural education. This should not deter teachers from attempting to implement it into their curriculum. Teacher can help to develop the understanding of multicultural education as researchers continue to review and learn about the implications of it. Despite the critical views of educating teachers for diversity, there has been a great stride by many educators to help this reform, and although there are some teacher who still fear there is no uncertainty of the benefits that it has for all students.
Works Cited
Ameny-Dixon, Gloria. "WHY MULTICULTURAL EDUCATION IS MORE IMPORTANT IN HIGHER EDUCATION NOW THAN EVER: A GLOBAL PERSPECTIVE." National Forum. N.p., n.d. Web. 14 July 2010. .
Ball, Arnetha F.. Multicultural Strategies for Education And Social Change: Carriers of the Torch in the United States And South Africa (Multicultural Education (Paper)). New York: Teachers College Press, 2006. Print.
Banks, Cherry A. McGee, and James A. Banks. Multicultural Education: Issues and Perspectives. 7 ed. New York, NY: Wiley, 2009. Print.
Beck, Verna Ostertag, and Wilma Robles De Melendez. Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies. 3 ed. Fairfield: Cengage Learning, 2009. Print.
Berliner Ph.
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
Baruth, Leroy G., and M. Lee Manning, eds. Multicultural Education of Children and Adolescents. Needham Heights: Allyn and Bacon, 1992.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
If we are to successfully educate all students in a multicultural society, we must continue to address the issues that are hindering our children from exposing their full potential. Banks (1993) stated, “Thus, early exposure to a multicultural curriculum has the most likelihood of success” (as cited in Christie, 2009).
Diversity in the classrooms will give students access to experience other cultures and learn about one another. The different races effect how varied their backgrounds might be, and it will help the teacher engage a variety of ways to manage course material (Packard, 2017). According to Packard, it is up to the teacher to help spread the learning of diversity and use it to their advantage in their classroom. Throughout the years, diversity have grown in the classrooms, but the struggle of segregation continues.
The world is made up of many different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in the classroom. Additionally, I will express my views compared to those in the reading requirements for this assignment, as well as, new knowledge obtained through the research. Finally, I will share situations where I was challenged introducing a multicultural issue during a class.
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
9). Hence, the advocacy for multicultural education focus is not the content but rather on value each ethnic group places on human rights and environmental issues. Therefore, in a multicultural education classroom the teacher must have a working knowledge of each student’s ethnic beliefs and values about the world around them. Armed without these tools, the teacher may tread into unknown and uncomfortable waters without comprehending they have drowned before they have
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.