Addressing Cultural Diversity in the Classroom

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Addressing cultural diversity in the classroom.
Cultural diversity and diversity in general is something that we should champion in the modern age. As a teacher however, it brings challenges to engage and maintain a student’s learning in the classroom environment. As Thomas Jefferson said “There is nothing more unequal, than the equal treatment of unequal people.”
This essay will present a view that a pre-service and newly registered teacher needs to identify on an individual and self-less basis with each of his/her students to engage in culturally diverse classrooms to make an effective presentation of the education needs in relation to the obstacles they may face. There are many avenues for the deconstruction of the differences in
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Foucault 1969 ; Wittgenstein 1953 p256-71).
Milner (2011) focuses attention on the need for a teacher to develop a cultural competence with his or her students through various methods of building and sustaining a meaningful relationship with them. This, for Milner, develops outside and devoid of diversity. Through the recognition of the diversity, both of his/her students’ situation and his/her own, a teacher is able to relate to the perception that his students have of him/her and build meaningful relationships by attacking the negative implications in that perception. The example given in this paper is to present students as seeing their teacher as a racist, however it is the transgression of this perception where the educator may truly develop a strong and meaningful connection with his student devoid of the shackles that the deconstruction of the self has allowed him.
Banks (2008) sees the problem schools face in a multicultural age to “recognize… the right and need for students to maintain commitments to their cultural communities, to a transnational community, and to the nation-state in which they are legal citizens” (pp134) as a side from solely placing emphasis on the needs of a cosmopolitanism or attachment to a wider community of some kind. He has developed a typology of levels of citizenship based on a citizen’s level of involvement in the
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