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Roles of multicultural education in promoting diversity in schools
Brief historical development of multicultural education worldwide
Multicultural education in schools
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The root of multicultural education had its start during the Civil Rights movement. This could be traced back to African American and other people of color who challenged those that practiced discrimination and racial inequality during the 1960’s. Black leaders targeted educational institutions that were the most oppressive to be more racially diverse. In addition, black leader called for a change during the hiring process while searching for employment at educational institutions. During the mid-1960 and 1970’s women joined the fight and pushed for an educational change within the school system. The women challenged the employment opportunities, inequality, income balance, and systematic sexism. Just like the Civil Rights movement before them,
With America is gaining a wide array of cultures, the societies are changing. With the increase of cultural diversity within the school systems, we could see prejudice reduction, school, and social structure change. Schools play an important part-preparing students for the responsibilities of a changing diverse society. By integrating multicultural education into the current educational curriculum, rather than making it a different content area, relieves stress of creating a separate lesson, units and courses in an overburdened curriculum. Content integration urges teachers to give extra credit, chances for higher learning, using skills such as critical thinking. Using ethic demographics for scientific ideas allows students to consider the ethnics and racial diversity in their own classroom. At the point when students can provide solutions about social events, such as social inequality developments, they are learning to think logically and critically. Multiculturalism is about more than a classroom with varied skin color. It includes a cautious examination of areas, parenting styles a general encounters that shape every k-12 student. “According to multicultural scholar James Banks stated by 2020 it is estimated that the nation 's schools will have 48% students of different ethnicities. Although the positive change will not change from such population shifts, Banks suggests that schools may be more open to multicultural approaches if the student body is more diverse (Multiculturalism Should Be Promoted). The main objective of multicultural education is to teach citizens who can take part effectively in the workforce and to take action in the community to help the country realize its based goals. These standards, for example, equity, correspondence, and flexibility, is put forward in the Declaration of Independence, the U.S. Constitution and the Bill of Rights. The main goal of multicultural education is to bring
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
Canada is a cultural mosaic. Cultural mosaic is the mixture of different ethnic groups, languages and cultures that living in a society. Canada is one of the countries to declare multiculturism in the world as official state policy. This step showed the path to a resounding and evolving cultural mosaic premised on mutual respect for all the Canadian citizens of the different types of ethnic back ground. The roots of multiculturalism in Canada can be seen in the country's beginnings, as three establishing cultures aboriginal, British and French, who were soon joined by many more cultures from around the continents. Today this can be seen as a benchmark of Canadian national identity and a point of pride for Canadians. Even though of all this multiculturism right after the attacks of 9/11 in America a lot of Muslims who were gathered for praying in mosques and churches were attacked in Canada. Even Sikhs were attacked because they were perceived to be Muslims. Several Muslim schools were closed in major cities of Canada. Women were also attacked for their dressing (Faisal Kutty). History of African labor, Chinese labor, Aboriginal genocide and Japanese entombment are all forgotten over by propagandized multicultural progress, this has created a racialized logic which made it impossible for many Canadian citizens to recognize the racism taking place in the surrounding environment. So, racism is embedded in Canadians and can be seen in form of prejudice and discrimination at workplace.
In its simplest definitions, the concept of multiculturalism having its roots in theories of cultural pluralism and diversity, can be defined as a normative response to manage the challenges arising from the ever growing multicultural make up of urban population caused by immigration or de facto plurality of cultures in both plural and mono cultural societies. The challenges of multicultural urban societies have been attributed to the politics of cultural differences characterized by the difference in value system of dominant mono cultural groups and specific communities containing multiple ethnicities and, also finding possible ways to co-exist among such differences. The politics of difference is largely reflected in sharing and constitution
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 multiculturalism idea is about how to respond towards challenges that are associated with religious and cultural diversity. The term is used as a descriptive term that characterizes the diversity facts in the society. The proponent of multiculturalism rejects the melting point idea though the term has encompasses a variety of claims. The melting point idea is that members of the minority group maintain a distinct collection of practices and identities.in general multiculturalism means the practices and policies that respond and recognizes ethnic diversity (Roach et al, 2005 pg. 37). The first black president elected in us Barack Obama describes the different points of view regarding multicultural societies. Though each Atlantic side are
Education 2120 Discussion Post #2 Claim: Dr. Banks’ five dimensions of multicultural education assists teachers by giving them an understanding of different cultures present in a classroom, allowing them to broaden content material to attribute to student success, and enabling them to make the school culture more accepting of diversity. Evidence: In a publication released by the American Educational Research Association written by James A. Banks in 1993 titled “Multicultural Education: Historical Development, Dimensions, and Practices”, content integration is defined as the first dimension of multicultural education (5). Although this is only the first dimension of achieving acceptance of diversity in schools, it is an essential method
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).
Adapting a multicultural perspective includes maintaining a unique understanding of one’s own cultural background and biases, and continuously striving to work through them. In the article, “White Professors teaching About Racism: Challenges and Rewards,” Smith and colleagues sought to address the challenges that white educators face when instructing multicultural courses, and to provide them with useful techniques to incorporate into their educational pedagogies. These challenges stem from their racial class orientation and can be summarized as fitting into one of three categories: (a) multiculturalism perfectionism, (b) multicultural impostor syndrome, and (c) multicultural projections (Smith, Kashubeck-West, Payton1, & Adams, 2017). Together
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 to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
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.
Though it can be prevented, students at a primary school level are known to less likely to see race and gender as something inferior. Students also accept what is being taught without formulating personal opinions or political views. According to the Census Bureau, “by the year 2100, the U.S. minority population will become the majority with non-Hispanic whites making up only 40% of the U.S. population” (“How important is cultural diversity at your school?”). It is crucial for students to develop cultural awareness and are engaging in the acts of citizenship, not only within schools and surrounding areas but as active members of the global community. Students being culturally aware comes central when interacting with individuals out of the norm. Also, influencing global awareness leading to a better perspective and relations towards one another generating tranquility
On the other end of the spectrum, multiculturalism is the proper way of bringing cultures together and helps to unify society.
According to Bennett (2015), “Multicultural Education is a complex approach to teaching and learning that includes the movement toward equity in schools and classrooms, the transformation of the curriculum, the process of becoming multicultural competent, and the commitment to address societal injustice” (p. 2). Teaching and learning in a multicultural system is designed around collaborative decision making, respect for all parties, and nurturing a cultural diverse society. Multicultural education recognizes and integrates cultural characteristics into the learning environment.
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...