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Multiculturalism in education
About multicultural society
Multiculturalism in education
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Over the past decades, the world has gradually become globalized as a result of the tremendous strides made in the area of information communication and technology (ICT). Today individuals can share or exchange information, ideas as well as transact business activities irrespective of the geographical distance between them. Similarly, migration has increased exponentially over the past decades largely driven by socio-economic as well as political factors. A case in point is the ongoing massive migration of people from war torn Middle Eastern countries such as Syria moving into Europe. As a result most societies particularly in the rich western countries are becoming multicultural due to the influx of people with varying cultural and ethnical backgrounds. One of the sectors that have been impacted by the emerging multiculturalism is the education sector giving rise for the need to reform the education curriculums.
Integrating multiculturalism into school education becomes essential in order to achieve equity and relevance of education. Michael Cole (1996) explains the importance of understanding the influence of culture in the development of children. This is due to the fact that culture
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Consequently, teachers have the added responsibility of motivating, assessing, negotiating, admonishing as well as teaching. The expert contends that these tasks force teachers to go beyond the call of duty placing themselves in active relationships with students and the professional responsibilities they execute on a daily basis. Therefore, the job calling becomes somewhat complicated when students appear in a classroom with various language orientations, learning styles and expectations based on their socioeconomic and cultural development (Witsel,
Robles de Melendez, W. (2010). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies (3rd ed.). Belmont, CA: Wadsworth, Cengage Learning.
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.
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.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
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.
As we go about our daily lives in the beautiful country of Canada which we have been blessed to live in, it has become normal to see a woman who wears the hijab walking down the street, or a Black family driving on the highway, or an Indian man wearing a suit and tie heading into the office. Canada’s cultural diversity is something which makes the country so special to live in, and instances where we see people of different cultures is increasing everyday. Many of the newcomers who arrive from overseas into Canada are families, with children and youth ready to begin their new life filled with opportunity here in Canada. However, youth who settle in Canada with their families aren’t exempted from the trials and tribulations youth face. In fact,
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.
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).
I decided to write about the influence of race and ethnicity on a person’s educational level. I was born and raised in the Dominican Republic where, within my social group, schooling and education was deemed as an essential part of life. In the United States, however, there exist a greater number of racial and ethnic groups, and it is evident that an achievement gap exists among these groups. Here, Dominicans are marginalized as part of a Hispanic minority group that does not achieve the educational status of other groups, such as Whites or Jewish. I chose to write about the disparity of education within races and seek to answer how race affects a person’s educational level.
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
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.
Cultural Appropriation versus Multiculturalism In today's society, there are many different cultures that individuals identify with. Culture is very important to many people and is something that helps define who we are. When different cultures are respected and appreciated, it is a beautiful thing, it can bring individuals in society closer to one another. Ideally, this understanding of one another’s cultures can lead to multiculturalism.
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.
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.