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. In society today, we are working with families and children are more diverse than ever. We are servicing families and children from so many different traditions, beliefs and values. Every family has their own stories. We will find that families and children …show more content…
Anti-bias values are based on the principles and methods of support on respect and embrace difference and take action against bias and unjust. Creating a secure, respectful and reciprocal relationship that value diversity among people. Anti-bias teaching requires critical thinking and problem solving by both children and adults. The overall objective is to create an environment of personal growth and positive group identity, through which every child will reach her or his full potential. Our goal is to empower children at all levels in this diverse and changing society. “In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right” (p. …show more content…
Children begin to develop a sense of self, of belonging, gender and racial identity at an early age. Children will absorb bias, stereotypes, prejudice and discrimination if they are exposed and practiced them in their world, unless guided otherwise. Anti bias curriculum goals are to help children to develop their identity and self-esteem, embrace and respect differences, become awareness of bias and stereotypes, and be able to speak up and respond appropriately to bias. Learning about culture, language and fairness. It is important that educators must aware of the differences and similarity of the families and children. “Families communicate their culture’s values, beliefs, rules, and expectations to their children. What is acceptable in one culture may not be acceptable in another” (Edwards, 2010, p. 55). It is very important for teacher educators to develop self-awareness of cultural biases and discriminatory practices as well as to exam the effects of their beliefs, their attitudes, and expectations for teacher
The hidden bias test by Project Implicit was interesting method of determining hidden biases. A hidden bias is, “Biases thought to be absent or extinguished remain as "mental residue" in most of us.”(Teaching Tolerance, 2014). Studies have shown a link between biases and behavior and biases can be revealed through an individual’s actions. If biases are revealed through actions then they must be learned. Teaching Tolerance indicates, “Bias is perpetuated by conformity with in-group attitudes and socialization by the culture at large.” (Teaching Tolerance, 2014). This perspective supports the belief which biases are learned and never forgotten and reestablished through behavior. My perception of biases is they are formed through experiences not group conformity. Culture is important influence in forming biases, yet biases can change. According to Teaching Tolerance, even if a bias still changes it lingers in the unconscious. An interesting perspective, biases continue to stay with each of us even if we think it is hidden.
Having an antiracist perspective is having the ability to understand people from diverse backgrounds without discriminating against them. With racism still insidiously present in our society, it is especially important for educators to develop an antiracist perspective so that all students can learn in an environment in which they are free from discrimination. Racism can sometimes play out in the classroom in very subtle ways. It is important for the educator to not only be conscious of this, but also to encourage this consciousness among students. An antiracist perspective helps maintain a safe space for everyone. The key is for educators to not remain silent. No incident is trivial. Every incident can be a learning opportunity for the entire class when addressed in the appropriate
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
In order to reduce the “white privilege” concept, parents, teachers, coaches, etc. Need to talk with their children/students about racism. According to Copenhaver-Johnson (2006) the reason we do not talk to our children about racism is for several different reasons. One reason that...
In San Luis Obispo’s Vision Statement: Individuals are Important, it states that “All individuals are unique and deserve care and concern.” How can we teach students to be more accepting of others if we as adults censor underrepresented groups? High school is a time for students to grow as individuals, so by deeming this scene
Christine Gregoire argues that “One of the most powerful tools for empowering individuals and communities is making certain that any individual who wants to receive a quality education can do so.” This quote is important because it is related to the main purpose of this paper, which is the obstacles and equality in the education system in the United States . It shows that everyone need to have the chance of getting a dignified education. Also, giving people the opportunity to education, can be a very good start on turning communities into better places with more educated people.
We live in a culturally diverse society where there are many differences among various racial and ethnic groups. When these different groups come into contact with one another they interact in many different ways. Prejudice and discrimination are key factors in understanding intergroup relationships. Competition, religious ideas, fear of strangers and nationalism are elements that contribute to prejudice. Many expressions of negative prejudicial attitudes, stereotyping and discriminatory behavior can have negative impact on the social relationships between dominant and minority groups. Many prejudices are passed along from child to parent and the influence of television and movies perpetuate demeaning portrayals about specific groups. Although prejudice continues to flourish, education plays an import role in combating prejudice and racism by providing courses and programs that help to recognize the distinction between various ethnic groups and develop an appreciation of these cultural differences.
An anti-bias multi-cultural approach curriculum allows children to embrace who they are and learn to respect others who are different from them. As the children enter different career paths, they will be working with a diversity of people. The classroom is a place we can start to teach them to build positive relationships with everyone. We want our children to be comfortable to speak about their cultural, without feeling shame or fear of being jugde. Preparing children at an early age could help them to be welcoming to others who are not the same as they become older. Also, it may encourage children to stand up for himself or herself and others.
There has been a major change in the past thirty years regarding the amount of immigrants coming to the United States. The impact the immigrants have had on education and diversity is unbelievable. There are many factors which contribute to the element of diversity in education, such as each student 's culture, the different languages each student speaks, promoting gender equality amongst students, and working with students who have exceptionalities. As today 's educators, teachers must understand diversity from an omniscient perspective and the influence it has on students, making the process of getting an education as equal and pleasant as possible for all students.
County Of Los Angeles Office of Affirmative Action, 1998, Diversity & Unlearning Prejudice Training Manual, 1998
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 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.
I believe it is important to first analyze the word diversity when examining the need for diversity within a classroom. According to Webster's New Pocket Dictionary, diversity means variety, a number of different kinds. I often discuss and read about diversity in terms of cultural backgrounds; the unification of histories and stories from people from all over the world. Although, I believe that in a higher-educational setting, diversity can also be discussed as the acceptance of the various minds within a classroom. I believe that it is important to recognize the thoughts and experiences of others in a learning environment. Collectively, students learn from teachers, teachers learn from students, and students learn from their peers. By allowing diversity within the classroom, a sense of community can develop. Diversity encourages an active, not passive, learning style. I believe that the culture of Columbia College Chicago is dependent on diversity. The motto “Create Change,” suggests students actively seek the change they want to see in the world. In order to obtain change a community developed out of diversity must be discovered.
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).
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.