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Reflection on diversity in the classroom
Reflection on diversity in the classroom
Reflection on diversity in the classroom
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Introduction
As an educator, you easily find yourself with the feeling that you are working in isolation. Working from within your classroom, unsure of what, how or why your colleagues are working. Being able to have an opportunity to step back and critically reflect on yourself is essential if you are to continue to grow within the profession. What are the ‘big ideas’ in education? Who has a greater impact on schooling, the students and their learning needs or state and the policies in which they develop? Do we ever ask ourselves what is the purpose of schooling? Why is the system set up in the way that it is? What role has history played in the development of education systems? This course has encouraged me to reflect on my own beliefs about education. Therefore I feel that the natural place for me to begin to further my understanding of education, is be examining and analyzing the purposes of schooling.
In this paper, I intend to analyze the purposes of schooling by comparing the education in system in Ontario to that of the system in Israel. To complete this analysis I will begin with trying to define the differing purposes of education by establishing a historical context to both educational systems. Next, I will apply Hofstede’s analytical framework further my understanding of the purpose of schooling in Israel and Ontario. This will be followed with an examination of globalization and the impact is has on both educational systems, has globalization altered the purposes of schooling in both countries. Finally, I will try to understand how the information has and will influence my growth as an educator.
Purpose of Schooling
I have always assumed that the basic purpose of schooling was to provide ...
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...e promise of diversity Ontario’s equity and inclusive education strategy. Toronto, Ont.: Ontario Ministry of Education. http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf
Policy/Program Memorandum No. 119. (2009, June 24). Ministry of Education Retrieved September 5, 2011, from http://www.edu.gov.on.ca/extra/eng/ppm/119.html
Skerrett, A. (2008). Racializing Educational Change: Melting Pot and Mosaic Influences on Educational Policy and Practice. Journal of Educational Change, 9, 261-280.
Vision of Hope. (n.d.). Toronto District School Board (TDSB). Retrieved September 13, 2011, from http://www.tdsb.on.ca/_site/ViewItem.asp?siteid=10496&menuid=27835&pageid=23941
Yablon, Y. (2009). Privatization of Religious Public Education in Israel: Enhancing Parents' Educational Goals of Fostering Segregation?. International Journal of Inclusive Education, 13(5), 539-551.
Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Those forces controlling public schools, Kozol points out, are the same ones perpetuating inequity and suffering elsewhere; pedagogic styles and shapes may change, but the basic parameters and purposes remain the same: desensitization, selective information, predetermined "options," indoctrination. In theory, the decision should have meant the end of school segregation, but in fact its legacy has proven far more muddled. While the principle of affirmative action under the trendy code word ''diversity'' has brought unparalleled integration into higher education, the military and corporate America, the sort of local school districts that Brown supposedly addressed have rarely become meaningfully integrated. In some respects, the black poor are more hopelessly concentrated in failing urban schools than ever, cut off not only from whites but from the flourishing black middle class.
The efforts of desegregation have to be back in order and this means that more adults have to admit their children to schools irrespective of the ethnicity. So, what’s stopping them? A Guest Post in Colorado school grades, a coalition of 18 non-profit community organizations, written by Michael Petrilli, an award-winning writer, and president of the Thomas B. Fordham Institute, which talks about pros and cons of choosing a diverse school for children might give us an answer. Focusing on the cons, we have the first one which is the child might end up in a school that has less funding and resources which is true as emphasized in the article Desegregation Since the Coleman Report. The next reason was having to take small risks regarding safety and finally, the third being even if the classes were not separated by race, they would be separated by intellect which was again both of which were discussed in “A Crisis of Authority in Predominantly Black Schools?” I.E the concluding that American education system is directly or indirectly involved in the matters of segregation and playing a huge role in discrimination and education
What is the purpose of education? A question that has been asked for centuries and defined in many ways; each theorist will argue their views on education is unsurpassed, yet it remains a question, that the future of our children depends upon. My personal philosophy of education is to create an environment that allows every child the freedom and ability to discover, create and pursue their interests; ultimately becoming the best they can, for an evolving and unpredictable future. Within this framework, the purpose being to encourage learning through children’s interests, by personalising education for the individual and interlacing subjects to engage and entice learning. While discussing my personal philosophy of education, I will explain the aim of education, consider the role of the teacher and the learner and present effective teaching methods and practices for within the classroom. This essay will demonstrate that Dewey, Friedman, Neill, Noddings, Robinson, and Zhao, support my personal philosophy and prove in contrast with the theories of Skinner and Rousseau.
Those efforts improve students' learning and experiences by cultivating key behaviors and knowledge and by providing a unique educational context. Published in the American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies, is fully explored. The findings of the study presented can be generalized to the argument of institutional racism, as this piece presents rationale against it. The limitations of this paper are the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
Through programs that directly fuel desegregation in schools, our educational systems have become a melting pot of different races, languages, economic status, and abilities. Programs have been in place for the past fifty years to bring students that live in school districts that lack quality educational choices, to schools that are capable of providing quality education to all who attend. Typically the trend appears to show that the schools of higher quality are located in suburban areas, leaving children who live in “black” inner-city areas to abandon the failing school systems of their neighborhoods for transportation to these suburban, “white” schools. (Angrist & Lang, 2004). This mix of inner-city and suburban cultures creates new challenges for students and teachers alike.
Glaze, A. (2013). How Ontario spread successful practices across 5,000 schools. Phi Delta Kappan, 95(3), 44.
...ton, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.
Although the government, since the 1950’s, has strongly supported and encouraged racial integration within schools and communities, it seems that different races still tend to separate themselves somehow. A main source of school segregation is the continuance of racial separation in American communities, where most children must attend the public school that is zoned within a certain district, contingent upon their residency (“School Segregation in the United States”). Generally, lower-class neighborhoods are all zoned to attend school together with no integration of different races and cultures. However, advancements in legislation are now allowing parents to request school transfers in different districts that could possibly increase integration by attracting students from broader and more geographically diverse zones (“School Segregation in the United
In terms of education, multiculturalism is becoming increasingly disruptive in Canadian society. It seems that there is a new issue in the media focus regarding education on a weekly basis. It's becoming increasingly apparent that most, if not all issues in recent years stem from the debate of whether to centralize or decentralize our current system of education. Proponents of centralization argue that a standard national system of education will provide all people with access to the same quality of education. On the other hand, proponent’s of decentralization claim that individual educational institutions will provide a level of education that is sensitive to the differing cultures and economic status within a particular area. Both sides contend that their system will provide a higher standard of education while improving the educational opportunities for minorities.
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
There is no one single definition for what education really is. Experts and scholars from the beginning have viewed and commented about education in different ways. The definition mostly agreed upon was that education is an acquisition or passing of skills, behavior or knowledge from an institution to another. This institution can either be a person, a school, a family or even the society. If we go in the ancient meaning and the ideology of education, it means to lead out of ignorance. In other words, education or knowledge in this sense was light and education brought the person out of the dark. The purpose and ideology of education is therefore to bring out the potential of a person and pass on knowledge
Children across the world have varied experiences of schooling. This essay examines the functions of schooling and the effects that schooling can have on children’s lives. The two functions, manifest and latent are discussed, plus dysfunctions, disaffection and alienation, along with considering whether the qualification-award function of schooling has come to replace the educational function. Using the resources from the U212 materials, these functions will be critically considered, deliberating the views of sociologists and psychologists such as Roger Merton, Jens Qvortrup, Ronald Dore and Paul Willis.
Public schools must adhere to a curriculum or state standards relating to what can be taught and how it is presented in life. Certain subjects such as religion and politics are taboo as well. Rulings in many court cases over the years have determined the scope and limits of what can be taught and how it is presented in public school system. But a private school can teach whatever it likes and present it in any way the school chooses. That’s because parents choose to send their children to a specific scho...