Multicultural Education: Piecing Together the Puzzle
When a child opens his (or her) first puzzle and the pieces fall to the ground, it may seem very confusing. What are they to do with this pile of shapes in front of them? It often takes a parent to explain to them that all the different pieces fit together into one whole picture. Although every piece is different and unique, when they are all put into their place they form one whole picture. In the same way, teachers can teach multiculturalism in the classroom. Although every member of our society is unique, with different cultural backgrounds, we all fit together to form one unit. As stated by Noel
(1995), “Understanding our own identity and the culture of our community requires knowledge and recognition of our cultures and communities and how they have shaped us” (p. 267). By adding a multicultural component to their curriculums, teachers can help students see how each individual fits into the big picture.
There are, however, arguments against multicultural education (Banks,
1995). For example, some critics believe that multicultural education is directed toward only minority groups, thus discriminating against middle class, white, heterosexual males. Others believe that multiculturalism is against
Western and democratic ideals. A final argument is the claim that multiculturalism will divide our presumably united nation. Although critics of multicultural education may feel they have valid arguments against the issue, I feel that the goals of multicultural education make it an important part of the curriculum that every student should experience.
I agree with Wurzel (1988) and Noel (1995) when they stress awareness as a key component to multiculturalism. Students must become aware of their own culture and how they are similar and different from others. Awareness also involves an understanding of issues involving differences in culture and a knowledge of which of these issues are present in their community. After becoming aware of these issues, students often react emotionally. With an awareness of the richness and variety of cultures in their community and a personal emotional reaction, students can take social action, another goal of multicultural education (Noel, 1995). Noel says that students would take “ actio... ... middle of paper ...
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Noel, J.R. (1995). Multicultural Teacher Education: From Awareness
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Noll, J.W. (1995). Should Multiculturalism Permeate the Curriculum?
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Senese, G.B., Tozer, S.E., & Violas, P.C. (1995). School and Society:
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Stem cells are the building blocks of the human body. Embryos consist of unspecialized stem cells that transform into the various specialized cells in the body such as cardiac, muscle or bone cells. Fetuses also have stem cells. However, the stem cells are divided into types like muscle, bone or nerves and don't perform a specialized function. Surprisingly, adult bodies also contain stem cells. In adults, stem cells are undifferentiated but limited to specific tissue type. When needed, the stem cells transform into the cells needed for repair and maintenance. The most common source of adult stem cells is bone marrow. Researchers also acquire stem cells from umbilical cords. Without stem cells, embryos could not develop into fetuses and adult
In conclusion, while books, photos, movies and other historical documentation can portray information or a message about wartime events, they will never be able to produce the feelings of those that were personally involved in wars have experienced. Yet, it is incorrect to criticize these writers. The information they reveal is still very important historical information. Even if a reader or viewer of this media cannot feel exactly the same emotions as those involved, they still often experience an emotional connection to the events being depicted. This is important, not only for the historical knowledge gained about wars, but also to understand the nature and futility of their occurrence.
Many war pieces express a distinct sense of truth, hatred, and anger that can be found in the style, tone, and imagery they possess. Incredible images are created in ones mind as war writings are read and heard. Works written by such writers as Siegfried Sassoon, Wilfred Owen, and Tim OBrien really reach out to the audience by way of the authors choice of words and images that they use in their writing. These talented writers create very touching and heart-felt images as they write about the true occurrences, problems, feelings and emotions that soldiers encountered throughout times of war. It is by way of these writers words that the bloody truth of war is heard, rather than the glorified victories heard which overlook the pain that soldiers went through.
The physical effects of war overwhelm the naïve causing pain and suffering. Initially, war entangles the lives of youth, destroying the innocence that they experience as an aspect of their life. The girl “glid[ing] gracefully down the path” (1) and the boy “rid[ing] eagerly down the road” (9) have their enjoyable realities striped by the harshness of war. Likewise, war enters women’s lives creating turmoil. The woman who works “deftly in the fields” ( ) no longer is able to experience the offerings of life. The “wire cuts,” ( ) pushing her away from the normal flow of life. In addition, man undergoes tragic obstacles as a result of war. “A man walks nobly and alone” ( ) before the horrible effects of war set in on his life causing disruptions. War enters the life of man destroying the bond man shares with his beloved environment ( ).
As Janie realized her desires for love, she became engaged in several relationships in an attempt to fulfill her ideals of marriage as expressed by the pear tree. Near the beginning of the novel, Janie is a young girl, but on the verge of becoming a woman. One spring day, when she was outstretched under a pear tree, “[s]he saw a dust-bearing bee sink into the sanctum of a bloom,” leading her to exclaim, “[s]o this is marriage!” (Hurston 11). It is at this point that Janie discovers her first sexual awakening, evident through the suggestive symbolism of the statement. The “bloom” of the pear tree represents herself, while the “dust-bearing bee” represents her love interest. The symbiotic relationship between the bee and flower indicates her ideals of marriage, where
“Now every road and highway…was littered with the corpses of human beings and animals…the wounded were left to die. Children ran frantically, shrieking for their mothers…there was no food, water, soap, or medical supplies. Like polluted waters became carriers of disease (Kasenkina 93).” This is a typical scene of war demonstrated in literary works. In literature war is a very common, yet important subject and it is generally demonstrated in plays, short stories, and novels. Some of the pieces of literature in where war is shown include: The Crucible by Arthur Miller, “The Minister’s Black Veil” by Nathaniel Hawthorne, “The Story of an Hour” by Kate Chopin, and Leap to Freedom by Kasenkina. In these pieces of literature war is shown as a horrid event that always has both physically and psychologically bad outcomes. In many literary works including the ones mentioned above the good outcomes in war are misrepresented and suppressed by the bad outcomes in war.
Janie is older, more mature and understanding of the real world, when meeting Tea Cake she’s hesitant to pursue a relationship with him. Here the reader can see how these past two marriages have affected Janie’s perspective on marriages and the way it’s utilized by Hurston will help with Janie’s development as a character and her understanding of happiness. The marriage between Janie and Tea Cake is much more composed and open, Tea Cake is more emotionally connected to Janie and much more understanding of her needs that her previous two husbands were. With the first marriage Janie was introduced to reality, and within this reality she couldn’t be happy because she didn’t understand how to deal with the reality given to her, in turn her marriage with Tea Cake takes her away from reality in the context of her understanding and being able to react in a way that allows her to be
On the evening of April 15, 1865, America lost one of the greatest presidents of all time. Abraham Lincoln was the sixteenth president of the united states. His most known accomplishment was writing the emancipation proclamation. The emancipation proclamation allowed all slave to be freed in the seceding states. He was assassinated by John Wilkes Booth in ford’s theater during his second term in office. Abraham Lincoln’s assassination was unjust because he was killed for being an eloquent opponent of slavery, and he wanted to unite America; however, the confederate sympathizers disagreed with these actions.
From sunrise to sunset, day after day, war demolishes men, cities, and hope. War has an effect on soldiers like nothing else, and sticks with them for life. The damage to a generation of men on both sides of the war was inestimable. Both the novel All Quiet on the Western Front by Erich Maria Remarque, and the poem “I Have a Rendezvous with Death,” by Alan Seeger, demonstrate the theme of a lost generation of men, mentally and physically, in war through diction, repetition, and personification.
However others believed that Abraham Lincoln was the cause of the nation’s dividing. Even though others thought Lincoln was the cause of the nation’s dividing, Lincoln was not.
Instead of bothering parents, the child attends to his/her toys. If the toys do not get the child's
The responsibility of the American education system is the instill into children the knowledge and necessary skills to be a productive portion of the society. Numerous studies have shown that high school drop outs are much more likely to have a criminal record than those who have received their diploma. I think that the success of a society as a whole is dependent on the core education of the individuals who make up that society. If you can't provide for your family you will do whatever it takes to get the things you need. This is why it is imperative to create a base of individuals who are capable of sustaining a legitimate living.
blocks back into the cube. They understand must go in this hole because that’s where it fits, but they do not grasp the reason behind why the shape fits or remember how to place the shape back when starting over.
Now days we can see that young children are very inquisitive about finding the reason behind every occurrence. They are self motivated to learn about the “Hows” and “Whys” of the world. It can be said that the children are almost like scientist as they collect evidences by scrutinizing and experiencing the world. Children are generally involved in the process making hypotheses; they are also engaged in evaluating the statistical data and releasing prior beliefs when they are presented by other stronger evidences. All this they are doing even when they are searching for their toys, arranging blocks in any random manner or playing with toys with their friends. Children also show amazing psychological intuition by watching the actions of other people and can also determine underlying enthusiasm, desires and preferences (Kushnir and Wellman, 2010).
Upon entering the room at first glance, I noticed that there were a variety of developmentally appropriate toys scattered across the floor. According to Guyton (2011), using toys to support early childhood learning and development is a good way to help three to five year olds to learn. Use of learning enhancement toys, along with the help of the teachers, facilitates development in early childhood across various development domains, which consist of cognitive, physical, and social emotional.Based on my observation, this child is without a doubt developing his motor development skills normally for his age. At different times throughout the whole observation, Anth was able to grasp and drop toys and hold crayons showing that he had developed arm control. Thus, after a couple of seconds of holding them tig...