More handpicked essays just for you.
Racism in public schools and how it effects education
Multicultural education in schools
Issues of multicultural education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
On Monday the class had received an article on profoundly Multicultural Questions, by Sonia M. Nieto. In class we all read the article and then discuss about it. It talked about how teachers are not taking notice of multicultural. She then went deeper into how theirs inequities of today’s schools by asking difficult questions related to equity and access. Her questions stayed with me for long time after reading her article. It prompted me think about what it means to provide an education that is both multicultural and equable. Neito, “then defines Multicultural education as an anti-racist education that is firmly related to student learning and permeates all areas of schooling.” For instances, the average 12th grade low-income student of colored
In the article, “Multiculturalism: Battleground or Meeting Ground,” Takaki starts out addressing the difference in philosophy between him and Woodward when it comes to cultural diversity. Woodward strongly disagrees with Takaki when it comes to the topic of cultural diversity. They both are seeing issue threw two difference lens. Woodward attacked Takaki on the issue when Woodward reviewed Takaki’s “Iron Cages: Rave and Culture in Nineteeth-Century America” book in the “New York Review of Books,” saying it was too narrow in focus (Takaki, n.d). Woodward rebuttal was that the book did not contain any balance, and should have touched on “national issues” to have that balance and not just the American south. Woodward even said that Takaki was
Throughout history, there have been various perspectives of multicultural differences. According to Meriam Webster (n.d.), culture is “the beliefs, customs, arts, institutions, and the thoughts or products of a particular society or group.” Unfortunately, African Americans, Native Americans, Italians, Irish, Jews as well as various other cultural groups have been profoundly discriminated against and negatively stereotyped (Good Therapy org.). With the frequent mingling of cultures in educational settings, the workplace, and in the social arena, we are bound to encounter cultural differences.
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
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
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...
Briefly describe your previous experiences/interactions in multicultural environments, both in schools (as a K-12 student or as a visitor) and personally (other experiences). How have your previous experiences helped to prepare you for working with students from multicultural backgrounds?
“The world’s greatest problems do not result from people being unable to read and write. They result from people in the world-from different cultures, races, religions, and nations-being unable to get along and to work together to solve the world’s problems.” These statements by James A. Banks have made a profound impact on my view towards multicultural education and the nation’s current trend of standardization and high-stakes testing. Scholarly research shows that the emphasis placed on testing and standards, mandated by the No Child Left Behind (NCLB) Act, is causing teachers to focus entirely on basic skills in reading, writing, and math (Banks & Banks, 2010). This focus on basic skills is taking much needed time and attention away from multicultural education, and the teaching of social justice skills. These skills are critical to students becoming active citizens that can work together with all different groups to tackle the world’s issues. Thus, the problem and question for me becomes, how do we as educators maintain excellence and equity in our teaching through multicultural education, in the face of the standards and mandates set by NCLB and our state, so that no student-of any group-is left behind?
The second method we used to gather our information was a series of interviews. We wanted a chance to sit down with five international students and not only have them answer our questions, but actually being present with them allowed us a chance to more deeply understand how they felt as we saw their passion in their responses. Our interviews were aimed specifically at people from different countries, in order to provide us with a wide spectrum of results. This gave us a broader opinion, rather than five students all from one country. When first attempting to contact potential interview subjects, our group was faced with an inclusion dilemma when Jackie Huynh, the president of K-States Paraguyan Student Association, pointed out that multicultural
I must admit that before I began taking this class I took for granted how much racism still exists in this country. I have started to put more thought in to the way the world really is, the topics discussed in class have started to catch my interest. When I first started reading the Tatum book I was mad when I read her version of the word “racism”. I thought to my self “I personally have never held down the black race, what does she mean?” As I progressed in the book I was starting to understand what she meant about the system of advantages that white people are given. I also understood this better when I read Elizabeth Munich’s list of examples of how there are advantages to being white. I couldn’t help agreeing with her argument based on what I have seen in my life so far. I have seen blacks harassed in stores and denied housing. At the time I simply felt it was too bad and forgot about it. According to Tatum I was practicing “passive racism” and I agree with her on that. I have never done anything to try and change the system and I do reap the advantages of being white whether or not I like it. I believe that reading this book has opened my eyes to how much racism still exists in this country that claims to uphold equal rights. Another argument that Tatum discusses is how everybody is prejudiced in one way or another. I also believe this is true, almost everyone I know has made a racist joke or laughed at one at least. I believe that this is because of th...
In the city of Columbia, South Carolina there is limited multicultural centers that are available to the public. Therefore, in the place of multicultural centers Columbia and surrounding cities have annual festivals in which many visitors and tourists from other cities and states visit to join the festivities. Columbia promotes the Greek Festival annually, North Myrtle Beach has the Irish Italian Festival, Charleston sponsors the Maritime Heritage Festival, Greenville’s Edisto Indian Cultural Festival and Spartanburg has their annual International Festival to name a few. The multicultural festival in which this essay will expound on is Spartanburg’s International Annual Festival with artifacts and an analysis of cultures.
Delpit's article is in support of the multicultural education theory. She invites the reader to travel with her "to other worlds…learning to see albeit dimly, through the haze of our own cultural lenses" (Delpit, 1995, pg.69). Delpit's article identifies the four problems of educating poor and culturally diverse children she believes educators need to resolve in order to achieve multiculturalism in the classroom.
This article addresses the impact that equity literacy has on students’ education. Equity Literacy, is having the knowledge and skills that allow us to recognize, respond to, and redress situations that deny some students educational and other opportunities enjoyed by their peers. The article summarizes results from a school-wide focus group on multiculturalism, the appreciation of diversity and the understanding of equity and inequity. The sole purpose for the discussion and focus group was to celebrate the joys of diversity, in hopes of spreading that awareness. The author stated, “In dealing with education equity, we shouldn’t worry with the lack of multicultural programs or diversity initiatives in schools.
They suggested that teachers needed to go beyond practicing multiculturalism in the classroom, they need to embrace it as a modicum of everyday life and find ways to get involved in organizations and events that encourage social justice. The techniques suggested by the authors were realistic and easy to implement in the classroom. The authors acknowledge that though white educators will experience some difficulties in teaching cross-cultural courses, these difficulties should not discourage them from teaching multicultural content. This article should be a required reading for all multicultural courses because it can provide a sense of enlightenment for all students, regardless of their cultural backgrounds. It exposed some of the trials and tribulations that white professors’ experience, and even acknowledges some of the thoughts that I would have as a black student being taught by a white professor. I think having this article as a required reading will impact white students by making them consciously aware of their white privilege and will influence them to explore it and their racial identity. For students of other ethnic backgrounds, it will help us to better understand the perspective of white people, and teach us how to better communicate with them so that they too may understand our
9). Hence, the advocacy for multicultural education focus is not the content but rather on value each ethnic group places on human rights and environmental issues. Therefore, in a multicultural education classroom the teacher must have a working knowledge of each student’s ethnic beliefs and values about the world around them. Armed without these tools, the teacher may tread into unknown and uncomfortable waters without comprehending they have drowned before they have
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.