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Multicultural education in a classroom
Development of multicultural education
Multicultural education in a classroom
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Setting the Stage for Positivity
Much discussion has been given to the idea of reframing our views of and interactions with school-age children from culturally, linguistically, ethnically, and economically diverse (hereafter, CLEED) backgrounds. The discussion typically revolves around ending the deficit paradigm—which views students from these backgrounds in a negative context—and developing a new lens through which to view diversity. This new lens focuses not only on the strengths that a diverse student holds, but also on finding the positive aspects of those characteristics that people would typically view as negative. However, this paradigm shift—even much discussion of a need for it—has largely not transferred to teachers of these students. Some culturally-minded researchers (e.g. Weiner, 2006; García & Guerra, 2004) have started to put forth the idea that teachers need to be assessed according to their merits and strengths rather than their deficits; however, almost overwhelmingly—and ironically—as a field, multicultural education references the fact that teachers are deficient in their ability to successfully teach students from diverse backgrounds.
This paper sets out to show that, if teachers are to be properly prepared to work with students from CLEED backgrounds successfully and in a manner that respects the strength of their diversity, they must be afforded the same respect in their professional lives. That is, in order for teachers to develop their pedagogy in a manner that allows them to effectively teach students from CLEED backgrounds, they must be handled in a manner that respects who they are as people. I will demonstrate the need for the development of a societal educational culture that rejects deficit ...
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... for gifted African American students. Roeper Review, 24(2), 52-58.
Fullan, M., Hill, P. W., & Crévola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press.
García, S.B., & Guerra, P.L. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150-168. doi:10.177/0013124503261322
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.
Perry, T., & Delpit, L. (Eds.). (1998). The real Ebonics debate: Power, language, and the education of African-American children. Boston: Beacon Press.
Weiner, L. (2006). Challenging deficit thinking. Educational Leadership, 64(1), 42-45.
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
“The Shame of The Nation: The Restoration of Apartheid Schooling in America,” is a book that tells the story of author, Jonathan Kozol’s, journey through the public school system. He looks deeper into inner-city, low-income schools and the re-segregation that has taken place. Kozol focuses on the struggles those children of poor and minorities face while trying to achieve equal education as those of the middle and upper class. This book gives a vivid description of what is happening in schools across the country and our failure as a nation to provide ALL students with the education that they deserve through the observations, interviews, and experiences of author Jonathan Kozol. Through this book he tries to shed light on what is really going on in schools across the nation and what most people are not aware of. “Many Americans I meet who live far from our major cities and who have no first-hand knowledge of realities in urban public schools seem to have a rather vague and general impression that the great extremes of racial isolation they recall as matters of grave national significance some 35 to 40 years ago have gradually, but steadily, diminished in more recent years (Kozol 18).”
Fullan, M., Hill, P. W., & Crévola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press.
Source: The Journal of Negro Education, Vol. 82, No. 2, The 33rd Annual Charles H.
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
As of right now in the United States, the school system is not doing its best to promote the growth of African American students who speak Ebonics at home. Obviously something has to be done, because students from predominantly AAVE speaking areas are succeeding at a level well below students who are familiar with Standard English coming into school. The way the education system is set up, schools build upon existing skills that students already have especially in primarily white communities. Adding value to these skills promotes rapid growth causing them to excel past the AAVE speaking African American students. (Rickford, 1999) Those whom are n...
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.
The remedies that are suggested are the results of the information that educators know about the problem, what they value, and in turn deem as being the solution to the problem. After possible remedies take place the educators then reflecting on the process by coming together and determining whether the remedies were effective or not. The Problem Posing Model is a great resource to pair with Yosso’s Community Cultural Wealth Model. This model consists of the six different forms of Community Cultural Wealth that I have previously mentioned. Yosso argues that all of these forms of capital can be used to empower individuals. This model essentially captures the talents, strengths, and experiences that Students of Color bring with them. It could be said that the model represents a sort of framework that allows educators to understand how Students of Color access and experience school from a strength-based
...'s Children, is an important tool in the education of teachers to help them to see teaching is not a politic-free practice that has little to do with social justice. Through reading multicultural theorists like Delpit, teachers are better prepared to deal with the issues like injustice and "remove the blinders built of stereotypes, mono-cultural instructional methodologies, ignorance, social distance biased research and racism" in the classrooms (Delpit, 1995, pg.69).
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p.
A strong understanding of diversity should be the foundation of all classrooms within a higher educational setting, like that of Columbia College Chicago. Diversity should not only be considered as the varying amount of racial/ethnic groups within a classroom, but also the varying experiences and histories of each person. The narrative freedom gained through diversity may allow for personal and historical connections that are often overlooked by textbooks and traditional education to be discovered. By examining the diverse nature of both students and teachers, education can be revolutionized. Common threads in history can be questioned, untold stories, told and empowerment through education, gained.
While both interviewees stated they did not feel their institutions were ignoring different races and groups and lesson plans were designed around promotion multiculturalism, schools that primarily white often fail to be as cultural diverse as schools with a healthy racial composition. Lesson plans are often ambivalent towards understanding the struggles and hardships of certain racial groups, such as the Native Americans during the time of European exploration. In addition, students at mostly white institutions often associated success with how hard an individual works rather than any hardships or racist or sexist acts thrown upon that person. Ironically, the little multiculturalism that is introduced in prominently white schools has been ill received by parents and teachers. Both parties, especially parents, argue that the children growing up today are “color-blind” and that no explicit efforts to inject multiculturalism should occur in the classroom outside of settings considered appropriate, such as history courses (Lewis, 2003:
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...
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...