Advantages And Disadvantages Of Multicultural Education

The purpose of this paper is to inform our readers of how a multicultural education benefits children. How can teachers create a multicultural learning community, and how can teachers help guide children

Overall, multicultural education needs to be understood as antiracist education. This is the first step to ensure that students have assess to a wide variety of viewpoints. The teachers should be an opened-mind to accept individual learning styles distinctively. The schools and teachers should provide school policies, curriculum, and materials which can link with the rejection of racism and other forms of discrimination in schools and society. Also, among teachers, students, and students’ families should have a good interaction and relationship. Since the author asserts multicultural education is basic education, it 's not something that is separate from the curriculum and the climate in the school. The author describes the failure of monocultural education as an incomplete education. The students have limited background knowledge and experience in

This results in an unequal representation of minorities because many students to discontinue attendance when they are forced to attempt to assimilate to an opposing society. Assimilation would require students to begin to use the customs of the majority society and results in losing their individual identity. Integration however, proposes that students began to diversify and learn about other cultures. Diversity should be of a priority in higher institutions because multicultural environments will be conducive to all students. The lack of diversity within higher education causes many minorities to assimilate to the major culture and lose the individual identities. Oppose to assimilating to the majority culture there are several benefits from diversity students maintain their individuality and accept new cultures in demographically challenged institutions. Emilia Plonska scholarly essay The Importance of Socio-Cultural Context of Learning Specificity of Working with

Multicultural Education in a Pluralistic Society, Seventh Edition, by Donna M. Gollnick and Philip C. Chinn. Published by Prentice-Hall/Merrill. Copyright © 2006 by Pearson Education, Inc.

Cultural diversity has been a major issue of concern for several decades, and it has affected institutions of learning, where facilitators have to balance the family and school involvement in enhancing learning. Establishing a meaningful environment for students with diverse backgrounds enhances positive performance in their academic, personal, and professional objectives. A healthy relationship with family members involves identifying the needs of each family’s cultural stand; this is because a culture may play a major role in defining a family’s responsiveness to a school’s involvement. The globalization aspect has facilitated the creation of a multicultural society, and hence the need for an education system that addresses the need to

Many immigrants are worried about being different because of where they come from, what their beliefs is, the language that they speak, or even their family and cultural characteristics. Even moving away from their parents may be a reason why they do not get along with the other students. “Speaking of that, a lot of people would say there would have to have problems understanding the differences between "cultural homogenization" and "cultural organization," correlated to the minorities.” The governments are afraid with the way students get along with immigrant. Although the moving of cultural, religious knowledge, and values of the first generation of children born in minority states has become a difficulty, that is important to intelligent groups, and an issue of

Chapter fifteen of Multicultural Education is divided into three major sections. These three sections include recruitment and barriers, recruitment recommendations, and retention issues/difficulties. A large part of this chapter focuses on the underrepresentation of culturally diverse students in gifted and advance placement programs. When taking a look at gifted education programs, there is an extreme underrepresentation of African Americans, Hispanic Americans, and Native Americans in these programs. Gifted education programs are a need not just a privilege and should not be used as a simple form of segregation between races or cultures.

There is urgency for emphasis for multicultural tasks across the course of studies in schools that can help improve positive social behaviors among children. The effect of culture on knowledge and behavior is natural and should be acknowledged through

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 is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations. It affirms our need to prepare student for their responsibilities in an interdependent world. It recognizes the role schools can play in developing the attitudes and values

With the shifting cultural texture and demographics of the United States (Banks, 2006b; Irvine, 2003), redefining multicultural education has become imperative. There are many views on the benefits and/or shortcomings of the multiculturalization of education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system when we cannot even define ‘multicultural.’ “The awareness of one’s own assumptions, prejudices and stereotypes is a first step to be able to positively interact and learn from others. In this process

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

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.

Malaysia, the multicultural county is rich with various races such as Malays, Indians, Buddhists, Ibans, Kadazans and so forth that could be found from peninsular Malaysia until Sabah and Sarawak. These groups have their own beliefs, cultures, values and norms that would affect an individual’s behaviours, thoughts, feelings as well as actions. Najeemah Muhod Yusof (2001) states that the socio cultural subfields seek to check upon how the both society and culture able to influence human mental states. Accordingly, the multicultural element certainly being emphasized on cultures, ethnics, religious, and socioeconomic that will build reflections on understanding and respecting individual’s differences. As school is being concerned, education is used as a

Multicultural Education in the United States made its debut beginning with the Civil Rights Movement of the 1950s. Its intent was to become part of the cultural mainstream. The Civil Rights Movement brought to light the apparent concerns of discrimination, intimidation and inequality. During this period, pressure was placed on the Federal Government to examine their roles in the perseverance of inequalities when it came to Multicultural Education (Russell, Robert, The History of Multicultural Education, 2011). It can be compared to “Affirmative Action” where whites were asked to leave behind their own point of view and gain knowledge of the traditions of Multicultural groups (Taylor, Samuel. The Challenge of 'Multiculturalism'