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
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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
“In addition to giving special attention to the history and current situation of their own nation, [children should] learn a good deal more than they frequently do about the rest of the world in which they live” (6). In this method of education, students will be creating bonds with characteristics of cultures that they personally find good and worthy of upholding. Rather than upholding traditions of their own nation without the respect they where originally meant to give. In this way, you would find differences in other nations cultures and not see them as flaws, but as unique features you can appreciate and strive to
...Teaching acceptance and diversity of different ethnicity is one of the key components that can be taught in our school systems today. Here in America we have many different ethnic groups and races, we are one big melting pot. During school these differences should be embraced in a positive manner and a proper learning experience. Diversity is often mistaken for the word division, and sometimes people teach that diversity is division. Diversity should be taught in a way that brings people together, not divide people into groups. Like Konig said, “I hadn’t really given much thought to the ethnic and national backgrounds of Sarah’s classmates. I can guarantee that Sarah, being two and a half gave the subject absolutely no thought.” (51) We can take a few lessons from Konigs daughter and learn to not give the subject any thought, and just accept people for who they are.
Since diversity is so vital for all free nations, it can also be said that diversity education is essential for the citizens of these nations. Without diversity education, people forgo the opportunity to broaden their horizons through the myriad of ideas and thoughts that exist in ...
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
In Adams, M., Bell, L.A. & Griffin, P. (Eds). Teaching for Diversity and Social Justice: A Sourcebook. New York, NY: Routledge.
The. Landsman, Julie G., and Chance W. Lewis. White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity. Sterling, VA: Stylus Publishing, 2011. Print. The.
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
The first problem Delpit identifies is the culture clash that often exists between students and the school. According to Delpit (1995) this cultural clash is manifested in two ways, through teachers misreading students intents, and abilities as a result of a difference in language and interaction styles, and al...
In an increasingly diversified world, children bring a variety of cultural backgrounds to the classroom. Sometimes educators have preconceived ideas about cultures that can affect how they view students. For example, a recent article by Puchner and Markowitz (2015) examined the preconceived notion
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Incorporating diversity in child development is the focus of this essay. This essay explores three articles that discuss the effects of diversity assimilation in child development. Those who are teaching diversity needs to fully understand it to aid in children's development of diversity cognition from preschool through adolescence. Reading the sources, it is evident that every child needs to learn diversity in their early year. As this greatly contributes to the physical, social, and emotional well-being of themselves and others. This paper looks at the researches of Gonzalez-Mena and Pulido-Tobiassen, Shahaeian, and the Anti-Defamation League in diversity the classroom in relation to the teacher and the children present. These articles to suggest that all diversity should
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 gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
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.
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.