A Reflection On Multicultural Learning Experience

When I first started this class I was aware of multicultural curriculum but I was not aware of how important it was in a classroom setting. As the weeks have gone by in this class, I have learned that multicultural curriculum is important because it 's a way for teachers to include all children from diverse backgrounds. As we 've have progressed in the study of multicultural curriculum we have learned to address important topics such as biases, social justice, stereotypes, the development of identity and how to communicate with parents.

According to Sonia Nieto, the definition of multicultural education is defined in sociopolitical context and relates to comprehension of school reform. Namely, the multicultural education works in reforming schools and providing an equal and excellent education for everyone. Likewise, the author gave a definition of multicultural education based on her experience surrounding education environment. She divides multicultural education into seven basic characteristics: antiracist education, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy (Nieto & Bode, 2012).

Who am I? How do I identify myself? These two questions were the constant questions running through my mind as I envisioned writing a paper about cultural humility. First step, define cultural humility. Cultural humility, as I understand, is the ability for an individual to open their mind and be willing to learn about and find acceptance in differences between cultural identities. Answering the questions above and understanding the definition brought about some realizations within myself that were never really addressed; some of the issues didn’t really become clear until well into adulthood.

Each individual possesses an identity that makes him or her unique in their own special way. This identity is considered a marker that helps define and shape the person, even as they develop by means of age or wisdom. In addition to that, various factors, such as ethnicity, gender, religion, language, or culture, contribute to establishing one’s identity. Although each identity is different, Andrew Solomon acknowledges another difference amongst one’s identity. This difference depends on whether someone encompasses a horizontal identity or a vertical identity.

Creating the opportunity for school culture will captivate that inspires children to dream and support learners to be successful. When students enter the classroom to expand their learning, they deal with positive learning that has an outcome that cultivate in classrooms to the highest level when children are appreciated and respected as teachers will have a rich cultural capital for families that gives an educational environment.

Race, Gender, Class, and ethnicity are the fabrics that form a Multicultural Society. As a teacher, it is important to think about my students’ various cultures and influences their cultures possess over their learning. After all, students are taught within the context of culture. Culture is what we teach whether it is explicit or institutional. Culture is integral to learning, considering culture is dependent on education for its survival. Culture is transferred from one generation to the next using informal or formal education (Convertino, Levinson, Gonzalez 27). As teachers, we should ensure our instruction is relevant to our students, otherwise they will lose interest, and then, they will never learn (Banks 2013). So, teachers should approach their students within a culturally relevant pedagogy.

How have your life, work, and educational experiences contributed to your understanding of yourself and others in relation to the society in which we live? (You may wish to reflect on various aspects of your identity such as gender, sexual orientation, economic/class status, life as an aboriginal person, racial or cultural background, disabilities, or abilities).

My multicultural experiential project consisted of attending multicultural presentations at IVCC and interviewing people of different backgrounds on their experiences with discrimination, with a focus on educational settings in particular. I attended two events in interviewed five people (some for two hours, some for only one), this work totaling in ten hours.

What makes a person who they are? Is it a collection of the clothes they wear, the way they treat people, what cereal they eat, and the kind of choices they make? Or is it something deeper? Is a person a reflection of their culture and community, a simple reflection of the ideals of their race, religion, or creed? I believe it’s a combination of all these thigs. Identity is a delicate web, combined of many different factors culminating in a beautiful unique expression of humanity. The choices one makes as an individual, combined with the impact- of cultural institutions build the complete person the way a solid foundation and sound construction makes a good house. In our culture, for some reason, certain foundations are considered better than others. A select few are hailed as the standard, while everyone else are labeled as “other”. By luck of the draw, some people enjoy a happy home while others, are constantly hinder attack. This is a system that most people have been taught to accept. But what happens when the house is razed to the ground?

Global and multicultural education are two concepts that parallel each other based on theory. These ideas focus on the fact that society has undergone an awakening determining that education is a right and not a privilege. Education as right means it is available for all people despite income, social class, gender, and physical or mental impairments. The idea of education has also evolved beyond how it is provided, it has changed to also include how education is presented. Education is presented with the belief that all people possesses a commonality and must be able to function in a competing environment with mutual respect. Education is emphasizes the strength and humanity

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

I have always been fascinated with the human condition. As far as I can remember, a lot of my most interesting trains of thoughts and conversations with others have revolved around dissecting the human condition and discussing the anxieties and insecurities that bring us great guilt but at the same time propel many of our actions and schemes for self-actualization. To me, this is the most defining trait of my identity. Even though it is not a trait I always choose or am able to express openly, I consider this interest, and the values that it spawns, to be more important to my identity than anything about me that external forces can easily perceive, such as my appearance or familial ties.

Our identity can sometimes be shaped by the way others see us. As we have seen, the way in which others view us can have some sort of impact on how we see ourselves. There are also other contributing factors such as our years of adolescence, the basic human need of wanting to belong and maturing; all play an equally important part in the forming of our character and who we are. On balance it appears that there is not only one influence in the shaping of our identity, but there are many.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

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.