Pros And Cons Of Multi-Cultural Education

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While there are an array of definitions for multi-cultural education, one of the most relevant is arguably presented by Parekh (2002), who stated: “An education free of inherited biases, with freedom to explore other perspectives and cultures, inspired by the goal of making children sensitive to the purity of the ways of life, different modes of analysing experiences and ideas, and ways of looking at history found throughout the world.”

Research has shown that teachers who disregard diversity automatically disadvantages students, due to their capacity to learn and feeling of acceptance being significantly compromised. What is needed is an inclusive curriculum, which Campbell (2004) says in turn will ‘contribute to developing international …show more content…

Matthew Szulik a provider of LINUX and open source software, was recently interviewed on what he deemed as being desierable skills that employers look search for in new hires. Szulik believes that workers from the United Sates of America stuggle to ‘compete in a new globally competent workforce’ He states that all the workers stuggle with similar problems: ‘collaborating in a global business, flexibility to work with people from a variety of cultures, adaptly to changr and lacking a willingness to embrace lifelong learning as a necessity’ (Asay, 2007). Szulik believes the most important issue workers in general need to overcome is the "We do it this way" mindset, as this results in a serious limitation of vision and creativity. (Asay, …show more content…

While some cultures perceive laughing as happiness, others perceive it as being rude or uncomfortable. As well as responses, language is a core part of culture, as Samovar & Porter (2014) state, ‘On the one hand, without language, culture would not be possible. On the other hand, language is influenced and shaped by culture; it reflects culture.’ Without in-depth knowledge, sensitivity and appreciation, students of diverse cultures are at risk of simple misunderstandings leading to teachers perceiving students differences as problems due to understandings, thus responding with negative feedback, inappropriate teaching, unfair marking criteria and low expectations (Grassi & Barker 2009). In response students may feel demotivatied by the hostile learning envrionment, leading to low self-esteem and academic

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