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Cultural diversity in the classroom
Cultural diversity in the classroom
Scenario for multicultural education
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School Multiculturalism The learning environment of our classrooms are transforming with the progression of the multicultural demographics of students. With the rise of the number of immigrants coming to the United States, educators today are having to adapt to the various cultures that are being introduced to their classrooms. There is an expectation that educators must be aware of those cultures and be considerate of the learners to develop a process of educating them in way that is equitable for all (Bosbay, 2014). Furthermore, the U.S. Census Bureau predicts by the year 2050, people of color with make up the majority of the U.S. population (Nieto, 2012). This transformation of the Anglo-Saxon population of the U.S. will change the culture …show more content…
Implementing multiculturalism in education may be part of the solution of creating a society that overcomes the racial barriers that inflict groups of people from coexisting. The focus of reforming our educational system to include multiculturalism may in fact be the catalyst to close the achievement gap that exist among the student population as this may create a more balanced school climate (Blackford, 2013). Therefore, with a balanced and enriching learning environment, educators can focus on teaching rather than disciplining which may lead to educational success (Nieto, 2012). According to Nieto and Bode, 2012, there are seven basic characteristics of multicultural education that are needed to be effective and be of value to society; antiracist, include basic education, important for all students, universal, focus on social justice, a process, and be critical education (Nieto, …show more content…
This process will include developing relationships between students, teachers, parents and community (Nieto, 2012). This process can be more complex than the traditional approach as it will involve an emotional investment to change the perceptions and bias’ students may have towards an ethnic or religious group. Therefore, a higher level of academic and behavioral expectations will be necessary in order for the process to be successful. Furthermore, it will take a commitment by the school district and community to make the necessary changes in order for the process to be accepted. Hence, the winner in this process is the new immigrant and current students that are attending a school dedicated to multicultural education and the community at
These concepts are easily understandable for a student audience, and the examples provided by the author encourages a deeper understanding of the expectations I have when reading the books on multicultural education. This book fits within my understanding of education because the author’s ultimate argument reinforces the understanding I have for multicultural education. However, the author has given numerous examples in his book and also explored interesting concepts in multicultural education. This has challenged my understanding of education because I have learned a lot and after reading this book my perception on education has changed because I have gained great insights about the topic. I am ready to apply the concepts and ideas I have learned in my future classroom as a
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...
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
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
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.
The authors not only argue how important and how much better students perform in schools that incorporate multicultural education, but they also discuss the historical uses for education that cause the current day lack of incorporation. The state that schooling in the late 19th century emphasized teaching students how to be loyal to the state as well as Americanizing the student body. Also, the authors state that the current obsession with economic profit and international competitiveness was sparker during the 19th and 20th century as a result of industrialization and the Cold War. Overall, I believe that the intended audience for this piece is future and current educators, because the novel addresses problems that all educators encounter. Overwhelmingly, this book demonstrates that the current issues with the education system hold root in the past, and it informs the reader that multicultural education is essential to teaching because it allows all students to participate and add to class
As we proceed further into the 21st century, multiculturalism becomes more relevant to obtaining a truly global society. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own cultures and the diverse cultures of those around them without politicizing their differences but rather, as Banks passionately explains in his lecture, “to actualize the ideals stated in the Constitution” (2006) forming “civil, moral, and just communities.”
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).
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.
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.
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
The problem represented in this paper is the low academic achievements of students in multicultural classrooms, especially students of minority status who are facing a world full of challenges and struggles as they grow-up and embark upon their journey through education systems. Unfortunately, minorities are disposed to discrimination, harassment, bullying, prejudice, abuse, violence and other victimization. These factors that a minority status student might face consequently affect his/her achievement and educational process. Several other factors affect a multicultural classroom’s academic performance:
The world is slowly turning into a global village, and the borders that stood between the cultures are slowly turning into bridges of organised communities in many countries. Still the issues and challenges faced by those who advocate a multicultural peaceful coexistence are many in today’s world, as political emphasis is on the local, and scepticism is expressed about collective identities, especially the national and Islamic, even though there is an openness to the cosmopolitan. Therefore it is imperative to delve deep into the topic of multiculturalism and studies based on how the different nations of the western world are tackling the issues of discrimination, marginalisation of various communities, and recognition of open, mixed and changing ethnicities/identities, how the state recognises multicultural experience and hybridity at the level of everyday reality. Here, the politics of identity becomes as much an important part of the research as multiculturalism. This modern renaissance of acceptance and human interaction may bring about pure
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.