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Multicultural education in a classroom
Development of multicultural education
Multicultural education in a classroom
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In today’s fast paced society and with the world integrating many different ethnic groups it is important to understand the way others think, feel, and act. As a teacher the importance of this is even greater, students are the future and they need to be equipped with the ability to interact and communicate effectively with those of different ethnic backgrounds. One of the ways in which educators can prepare themselves and their students is by understanding where they are on an intercultural awareness level and how they can progress on those levels. The Developmental Model of Intercultural Sensitivity (DMIS) is one of the ways in which one may categorize his or herself on the different levels of intercultural competence.
Dr. Milton Bennet created the DMIS in 1993 and this model is able to heighten teacher’s awareness’ to the way people develop intercultural competence. Cushner, McClelland, and Safford (2009) suggest that the DMIS “provides a framework for understanding individual development and awareness along a continuum…” (Cushner, et al., 2009) The DMIS is broken up into 6 different stages. The first three are ethnocentric and encompass denial, defense, and minimization. The last three groups are categorized as ethnorelative; these being acceptance, adaptability, and integration. Denial, defense, and minimization all focus on the ignorance of other cultures. Denial tends to hold stereotypes or beliefs that everyone is equal. In the defense stage one feels him or herself superior to other cultures and peoples. The minimization stage is where one begins to see more similarities than differences in others. The ethnorelative groups are where it is ideal for teachers and students to move towards. The acceptance stage one acce...
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...her will be able to help his or her student develop better communication skills and a greater multicultural competency. This also enables a teacher to understand his or her students, their family lives, and how they perceive the world. The more teachers understand multicultural education the better off they will be at adapting to the need s of students and the more readily they will be able to enhance the learning of said students.
Works Cited
Cushner, K., McClelland, A., & Safford, P. L. (2009). Human diversity in education: an integrative approach (6th ed.). New York, NY: McGraw-Hill.
Munoz, C., DoBroka, C., & Mohammad, S.. (2009). Development of a Multidisciplinary Course in Cultural Competence for Nursing and Human Service Professions. Journal of Nursing Education, 48(9), 495-503. Retrieved July 6, 2011, from Research Library. (Document ID: 1857389841).
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Spring, Joel H. “Chapter 6: Student Diversity.” American Education. Sixth ed. N.p.: n.p., n.d. 145. Print.
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
Delpit believes effective multicultural education for teachers is essential. By teaching educators effective ways to communicate with poor students and students of color, teachers are prepared to address issues that arise due to culture conflicts. When teachers are able to appreciate the differences their students’ posses, stereotypes are able to be broken down in the classroom.
Cultural competence has a variety of definitions and, in health care, basically refers to the act of developing an awareness of yourself, your existence, your thoughts, and your environment and making sure that those elements do not unjustly affect the clients you serve (Giger, 2013). In this paper, I will share my total score and what I learned about myself after taking the Cultural Diversity Self Assessment (IllinoisCTE, n.d.), discuss two weaknesses or areas with lower scores, and review two strengths with higher scores. I will reflect on my findings and examine the impact that my strengths and weaknesses may have on my nursing care. In addition, I will discuss improving cultural competence and two strategies
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
Culturally responsive teaching is very important in today’s day and age. Classrooms are filled with students from different backgrounds, races, and ethnicities. Teachers need to put into consideration those differences when building curriculum and creating a classroom atmosphere. Subcultures might also need to be considered when teaching, such as the culture of the disabled. The culture of students with disabilities is one that may appear within many classrooms due to the increase of students with disabilities. Teachers who are able to maintain a culturally responsive classroom and curriculum will provide ideal learning opportunities for all students and encourage them to succeed. (Darrow, 2013)
Cultural intelligence is the capability that could give insights on how to cope with multi-cultural situations and how to engage properly in intercultural interactions. It is the individual’s ability to interact effectively in culturally diverse situations (Brislin, Worthley & Macnab, 2006). We could consider the cultural intelligence as constantly improving concept; something we can develop over time and it is not only changes through experience, but also through knowledge as well, which includes communication with other
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.
When one encounters a culture that has little in common with own, one may experience culture shock. This is a sense of confusion, anxiety, stress and loss one may experience. One of the barriers in effective intercultural communication is ethnocentrism. It stems from a conviction that one’s own cultural traditions and assumptions are superior to those of others. It leads to a tendency to look the world primarily from the perspective of one's own culture. It is one of the fastest ways to create a barrier that inhibits, rather than enhances communication (Jandt, 2012).
Characteristics can be as diverse as ethnic background, language spoken, gender status, physical appearance, race, and religion to name a few. Migration from various countries is creating a diverse population with different cultures and languages within the United States. Due to these cultural differences and lack of knowledge, disparities are increasing. Studies have shown that both language barriers and lack of cultural customs can hinder the services provided to the patient by the healthcare worker (Renzaho, Romios, Crock, & Sonderlund, 2013). This study provided a positive outcome when communication and cultural mutual understanding took place and patients had a more positive health outcome. It is very important that nurses are diversified in various cultures in order to better care for our patients. According to Mareno and Hart (2014), cultural competency has become one of the core values being taught in nursing programs. Their study showed that the perceived level of cultural awareness and skills among the nurses provided was low. Awareness and knowledge levels increased with higher education. It was highly recommended that self-awareness exercises be incorporated into the nursing course and continued to be addressed during the remaining curriculum until
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.
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for