A discursive leveling of texts requires one to read a given title alongside literary and cultural criticism, while consulting other secondary sources for contextual helps and background information. Critical multicultural analysis is not complete without applying a discursive leveling of texts. “Critical multicultural analysis is the discursive leveling of texts, a way of placing books in the total discursive field” (Botelho & Rudman, 2009, pg. 113). Critical multicultural analysis will not be effective without consulting secondary sources and examining multiple titles. What judgment would you make about using this recommended practice in a classroom today? Why? This practice is extremely beneficial in the classroom as it proves to heighten
...how useful the demonstration would be in a classroom. The author’s tone is formal and academic in nature, without heartfelt appeals or attempts to persuade by emotion.
Rundblad, Georganne and Peter Kivisto. Multiculturalism in the United States. Thousand Oaks: Pine Forge Press, 2000.
The contemporary multicultural debate also includes arguments that if freed from political ideological canon, ‘there is no single 'form' or experience of multiculturalism- it is not an ‘ideal’ state, nor does any multicultural context necessarily have a clear end goal (Werbner 1997)’. Such position has given the leverage for understanding multiculturalism in different contexts, which in way, is taken up in contemporary urban
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion.
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.
I most identify with the “Five Apporaches to Multicultural Classrooms”, the model by Carl Grant and Christine Sleeter because, the implementation of diverse techniques is essential to differentiate instruction and assist all students to reach their fullest potential. This model offers five different techniquies covering a variety of learning styles.
ABSTRACT: John Searle opposes multiculturalism because he views it as part of a movement to undermine the concepts of truth and objectivity in the Western tradition. Richard Rorty disagrees with Searle about the relation between philosophical theories of truth and academic practices, but he is neutral on the issue of multiculturalism. Charles Taylor approaches the issue historically, defending multiculturalism as emerging from one branch of liberal political theory. I argue that the debate over epistemological and political issues has tended to obscure the educational benefits of multiculturalism. A multicultural curriculum works very well in fulfilling the traditional goals of education in philosophy. It can assist the teacher as Socratic "midwife" and "gadfly" in delivering students from their narrow and uncritical opinions and awakening them to a world of intellectual diversity. Thus, multiculturalism is not so much a recent movement as a new name for an old method of teaching.
In this week’s readings the subject of dimensions of cultural diversity were covered comprehensively in both books. Understanding and Managing Diversity presented a nicely laid out illustration:
In ever-changing times, it is important to look to the future in order to prepare for what is to come. However, it is also important to look back and see what people have accomplished. It is essential for people to feel pride for the triumphs, and determination to improve the shortcomings. This way, there will always be room for positive growth. Researchers of multicultural literature, Jocelyn Glazier and Jung-A Seo, have defined this denomination of literature “as literature that represents voices typically omitted from the traditional canon”(Buss). Multiculturalism and multicultural literature have grown from the histories of numerous nations, all hoping to better integrate and understand each other, exposing people to other ethnic and cultural groups. It is hoped that once people know where others come from, how they think, and what drives them, they will be capable of sympathizing with different groups and ending the prejudice and discrimination that is so prevalent in modern society. As the United States moves forward, it becomes more and more pluralistic. The traditional majorities and minorities continue to shift according to the influences of multiculturalism and diversity (Multiculturalism). Many educators recognize that in order for children to function in a diverse culture, they must be taught from a young age through literature. Books are an excellent way to convey information because a well written piece of intelligence can have a powerful effect on people’s minds. James A. Banks of the University of Washington devised a strategy for the teaching of young people. In it, he discusses a multipronged plan that begins with general content integration. Students must be given sensitive, non-biased information that include...
The areas of diversity that I am most comfortable with are (e.g. race, gender, etc.)
On November 9th, 2016 I went to Waverly Avenue Elementary School in Holtville, New York, to do an observation at the beginning of the day in Mrs. Ryan’s kindergarten class. The purpose of this observation is to observe and evaluate the standards and correlations between the teachers and students within the classroom during an activity. During this observation, the teacher within the class spent a good portion of the morning introducing the letter “e”. The children have past knowledge of the alphabet letters A, B, C, D, F, G, I, M, N, O S, T, U, and as of this day the letter “E”. This was proven by using flash card as a visual aid with the children and having them sound out the letters.
Foster, Thomas C. How to read literature like a professor. New York, NY: HarperCollins, 2003. Print.
The thing about multicultural education that surprised me the most was how much opposition there is to multicultural education. I would think, by now, people would be able to see how unbalanced the current educational curriculum is and welcome the inclusion of aspects from other cultures. I have read arguments ranging from, multicultural education is inherently racist to multicultural education promotes Islam and is indoctrinating our youth with terrorist ideas. Like most hot button issues in this country, people in positions of power will use everything possible, including fear-mongering, to further their agenda.
Now that I have seen three different classrooms as part of my practicum observations, I still believe that there are several acceptable approaches and no universally correct teaching methods. However, my thinking has changed because I have seen that everything done ...
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).