A Brief History Of Multicultural Education

In the article, An Ecological Perspective on Preparing Teachers for Multicultural Classrooms (Johnson, 2003), it is stated “that discussions of multicultural education generally center on the importance of broadening students’ understanding and appreciation of diverse cultures.” The authors here want to make sure that the teachers and trying to deal with the

We are obliged to make sure that every child gets a healthy start in life. With all of our wealth and capacity, we just can’t stand by idly. Secretary of State Colin Powell, 2000 ISBN: 0-536-29978-1 Multicultural Education in a Pluralistic Society, Seventh Edition, by Donna M. Gollnick and Philip C. Chinn. Published

The Challenge of Defining a Single “Multicultural Education”      As stated in the first paragraph of this article, “Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.” Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.

As mentioned in previous chapters the need to teach multiculturalism among young children. There are many misconceptions about multicultural teaching. For example, Bill Howe presents misconceptions about this theme and there were a few that were interesting such as, tour and detour approaches as appropriate in multicultural education. For example, Black history month is when many schools celebrate the accomplishments of African Americans. It is great to celebrate the accomplishments of the diverse population in the United States, but why celebrate it one a year. Maya Angelou once remarked that she will be glad when Black History Month is no longer necessary. When all Americans are sufficiently a part of our courses of study and daily instruction,

One of the difficulties of accepting multiculturalists is that defining a multicultural society, or institution seems to be determined by one's perspective. A commonly held view suggests that being

Why the event is interesting or significant to the study of multicultural education: North America

The multicultural curriculum has its roots in the history of multicultural education which follows the history of the US civil rights movement (Fillion, n.d). The desegregation practices during the 1950s were established in order to provide equal education for all individuals, regardless of race or any other demographic considerations. The 1960s and 1970s, desegregation practices expanded to include application in seeking equity of all students in terms of their human rights (Banks, 2000). With the focus on human rights, multicultural concerns in education were considered, recognizing the importance of establishing awareness in a culturally diverse community. The changes in the teaching curriculum came under the collective heading of multiculturalism. These changes were also apparent in Britain and in Australia just as they were unfolding in the US (Lynch, 1983). The educational authorities recognized the fact that the curriculum must come from the social and the ethical concepts being seen in the multicultural setting. Various references to the inherent value of all human beings were also highlighted, and this attached value was also seen in the human rights movement in the 1960s and 1970s (Lynch, 1983). In these states, the focus was on acknowledging the need for the multicultural curriculum and for teachers to support and promote such a program. Research was then carried out and workshops with teachers implemented. Such actions were able to establish that even as

Multicultural Education Reform 1 Multicultural Education Reform and The Pros and Cons Kristy Minnillo Cleveland State University MULITICULTURAL EDUCATION 2 Abstract This paper explores Multicultural Educational Reform. It investigates how the current state of our democracy urges the educator to consider the pertinence and definition of multicultural education and how it can be achieved. It demonstrates how the knowledge of a cultural curriculum transformation combined with understanding what constitutes multicultural curriculum can lead to reforming a mainstream curriculum that currently caters only, or primarily, to the Eurocentric, male-centric society that laid the foundation for education. This paper will

In order to understand the implications of this paper, we must first define multiculturalism. The Dictionary of Multicultural Education defines multiculturalism in the following way:

The knowledge I have gained from my experience in learning about the history of multicultural education has given me an insight to many different cultures. In

Education that values diversity through multicultural education practices include students who come from a variety of socioeconomic backgrounds, their individual ethnicity, and gender. Teachers can improve relationships, views and connotations, and academic advancements through a variety of practices and strategies. Multicultural education encompasses empowerment of students and improvements towards relationships of students between different ethnic groups and cultures, and it involves practices such as culturally relevant teaching and issues-centered education approaches. Teachers can practice community relevant education to support students who come from low socioeconomic backgrounds to stay in school and continue their education. Culturally

During the late 1960’s, America had entered into a period of cultural definition especially with the emergence of the Civil Rights Movement. Although the term “multicultural education” had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominant culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant culture. Teachers during this time felt it would be more beneficial for minorities to adapt. However, many parents of these minorities begin to argue that the

Professional Development Banks, J. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston, MA: Pearson. Banks, a professor of education at the University of Washington, Seattle, provides an overview of the foundations of multicultural education while also suggesting strategies that educators can use to implement multicultural practices in their instruction and curriculum. The discussion of the historical and philosophical background of multicultural education teaches educators how race and culture influence educational policy and programs. Multicultural teaching and curriculum is also crucial for the development of equitable education for diverse students. The author asserts that multicultural education can lessen biases while also furthering democratic beliefs and practices among students. The text’s discussion of multicultural education is significant to the field of multicultural education as it demonstrates how multicultural educational practices help students become culturally literate and prepared for today’s diverse and globalized world.

Educating Through a Multicultural Perspective What the Research Says? Defining Multicultural Education The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary.

Philosophy and Multiculturalism: Searle, Rorty, and Taylor ABSTRACT: John Searle opposes multiculturalism because he views it as part of a movement to undermine the concepts of truth and objectivity in the Western tradition. Richard Rorty disagrees with Searle about the relation between philosophical theories of truth and academic practices, but he is neutral on the issue of multiculturalism. Charles Taylor approaches the issue historically, defending multiculturalism as emerging from one branch of liberal political theory. I argue that the debate over epistemological and political issues has tended to obscure the educational benefits of multiculturalism. A multicultural curriculum works very well in fulfilling the traditional goals of