More handpicked essays just for you.
Multiculturalism in schools
Case studies in multicultural education
The dimensions of multicultural education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Chapter one’s main idea was to provide a basic definition of multicultural education and provide the reader with insight on how the multicultural education movement has developed and progressed throughout the years. Banks and Banks define multicultural education as an idea stating that all students, regardless of their gender, race, ethnicity, language, culture, social class, religion, exceptionality, or sexual orientation, should experience the same educational equality in school. I completely agree with the statement in this chapter that several schools’ characteristics provide one or two main groups a better chance to succeed in school than students from other groups or minorities. The Multicultural Education reform movement was designed to bring about a transformation of schools in order to provide an equal chance at success for all genders, cultures, languages, and ethnic groups. The movement required a variety of changes of the schools, including school policies, instructional materials, attitudes, assessment methods, and teaching styles. It is important that all major components of schools be changed in order to create a multicultural environment rather than only changing one or two components and expecting such a major change. …show more content…
The United States has a dominant culture, also referred to as a macroculture, as well as several microcultures. Microcultures are specialized subgroups that are specially marked with their own languages, rule expectations, and characteristics. Such microcultures share common core values, but such core values can be and often are interpreted differently within each culture. There is a strong belief in individualism in our nation’s dominating macroculture that is not as strongly endorsed by other microcultures and can be viewed as rather estranged. Individualism rests on the belief that an individual’s hard work is morally good and laziness is
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
In this article, Byars-Winston and Fouad, seeks to assess the importance of cultural factors and their impact on multicultural value of career counseling from the perspective of a counselor. The authors further examine the Culturally Appropriate Career Counseling Model and offer an expansion of the model through incorporating metacognitive processes. Culture is believed to play a significant role in one’s career decision making but the extent to which it does remains unknown. It is therefore imperative that career counselors try to understand
As stated in the first paragraph of this article, “Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.” Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.
Qn 1. In Chapter 3 of your course text, Ramsey states: "In short, caring is a powerful emotion that energizes concern for ourselves and others and our willingness to confront and change inequities. Thus, it is an essential component of multicultural education" (Ramsey, 2004, p. 44). Drawing on what you have learned in this course and particularly this week, explain why this statement is true, citing the Learning Resources to support your ideas.
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.
It is a set of strategies aimed to aid the diverse challenges experienced by rapidly changing U.S. demographics. I bring forward a load of coursework and personal experience that has prepared me to apply that to my classroom. My views on multicultural education are that multicultural education is more than cultural awareness, but it is an initiative to encompass all under-represented groups in the classroom. I will strive to provide students with the curriculum, comfort, and environment they need to learn about the cultures of the world. I believe a great set of goals for this district would include creating a accepting and successful learning environment for all, and strengthening cultural consciousness of the learner but also the
Education reform could be considered as one of the most highly debated issues of today. People of many different backgrounds from many different locations have many different opinions on how children in this country should be taught. In this incredibly broad debate, one of the most highly discussed issues is that of a multicultural education. The problem with this topic is that the many different people who have an opinion on the issue have many different definitions of what a multicultural education should be. Perhaps if the ideas behind a multicultural education were defined more clearly, the issue would be easier to talk about and the seemingly circular argument that is education reform could move towards a definite goal. Some of the ideas that have been discussed within the parameters of a multicultural education include afrocentrism, tolerance, and morality, among many others. While these and other issues do have certain merit, they alone can not serve as the basis for a strong education. The aim of a multicultural education should be to integrate a child's acquisition of basic skills with a general knowledge of the people he or she lives with in the United States. One of, if not the main factor in education reform is the teachers. They are the foundation for a child's development, and the are the filter through which the child must learn. A single teacher should not be allowed the right to single handedly hinder a young person's education, as the material taught and the lessons learned should transcend the people teaching these lessons. The seemingly obvious way to eliminate differences between teachers would be homogenous teacher training. However, the fact must be understood that while most teachers wil...
Geneva Gay argues “It is a powerful way to expose students to ethnic groups, cultures and experiences different from their own to which they may not have access to in their daily lives… it helps students cross cultural borders and improve understanding of insider and outside perspective on cultural, ethnic and racial diversity” (Gay, 142). In Moving Beyond Tolerance in Multicultural Education by Sonia Nieto, a Professor Emerita of Language, Literacy, and Culture, School of Education in University of Massachusetts supports Geneva’s Gay statement regarding the purpose of multicultural education. In Nieto’s articles she begins by asking a school principal what multicultural education means to her and she answered ‘We want our students to develop tolerance of others…The greatest gift we can give our students is a tolerance for differences.’ Although Nieto believes, tolerance is important for multicultural education to succeed she wants multicultural education to go beyond accepting someone’s differences. Nieto wishes that multicultural education would introduced acceptance and respectfulness of diversity. “Acceptance implies that differences are acknowledge and their importance is neither denied nor belittled. It is at this level we see substantial movement toward multicultural education” (Nieto, 4). Ethnic studies can
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers reflect (Nieto, 2000).
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.
Banks, J., and McGee, C. A. (Eds.). (1989). Multicultural Education: Issues and Perspectives. Boston: Allyn and Bacon.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
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.