Co-Curricular Multicultural Beliefs

It is crucial for educators to value, understand and incorporate every child’s cultural diversity in the classroom (The Early Years Learning Framework Professional Learning Program, 2011). This means educators needs to deal with any bias beliefs they might/may hold. For example, some children might not participate in the classroom because

Research has been conducted and the study showed that, "Latino students perceived that teachers' actions escalated disciplinary problems and believed that administrators used unfair and discriminatory practices"(90). Educators will never be able to teach students if the students perceive them as being racist. The degree to which education for cultural diversity is realized depends on the teacher's attitudes, knowledge, and behavior. They make the mistake of mismatching their own life experiences and professional training. Le Roux realizes that an increasing diverse school population encounters a mostly middle-class teaching force that is inadequately prepared to manage the reality of diversity in schools, and that is due to lack of knowledge of diversity (46). He also states that some teachers make the mistake of generalizing about particular ethnic groups and cultural groups, as a result of being exposed during training to information about culture; that is very dangerous in itself. Educators also focus mostly on general characteristics of a group instead in a single individual, and this is wrong because each individual is unique and should not be generalized by culture (Le Roux 46).

B.2.a. Within this video, the teacher took her students on a field trip to observe citizens and gauge how the rights showed individualism in America. It made them aware of stereotyping. This supports students learning about cultural diversity by showing how others were treated in history. In student reflection forms, students wrote about how color should not matter when interacting with others. People can be a good person even if they aren’t religious or believe the same way as themselves. The teacher taught the students that everyone is different and that we need to look for and identify the good qualities of others. This was an effective way to teach the students because they became more aware of the way they acted toward others.

Teachers must have a full understanding of their student’s cultural and socioeconomic backgrounds in order to become socially conscious of the power relations among their students. In order for teachers to learn to lose their own biases, I will host after school teacher trainings where I will facilitate discussions about race and class. This is important because according to author Gilda Ochoa, if teachers hold on to cultural assumptions they run the risk of sending racialized messages to their students, who then internalize them (Ochoa 165). In her book, Academic Profiling, she provides examples of how students pick up on such messages. For instance April Lee, reveals how she is aware of her teachers’ expectations of Asian Americans when she states, “When a teacher looks at you and your face, [they think,] “oh, you’re Asian.” She must be really smart, or she must be really good at math” (Ochoa 165). These stereotyped messages or “ideological assaults” often translate into the differential ways teachers treat their students and is known to create resentment in the students treated inferiorly (Ochoa 172). Clearly, in order for

No matter what a person looks like, they can come from a whole different background. This statement is the foundation of what I learned from looking at others autobiography’s video assignment. The only way we can get to know others around us is to get to know them first. There’s no way we can judge a person’s character just by looking at them. This is also an important lesson when entering into the teaching profession. Students will all come from different background and different cultures. No matter where each child comes from, each child deserves love and respect from me, as the teacher.

Abstract The research proposal aims at evaluating the concept of multiculturalism and its influence in the curriculum development with a special focus in Atlanta, Georgia high schools

I have enjoyed the individual presentations. The material presented goes along with our weekly reading assignments in the Koppelman text. I have been learning ways of incorporating these topics into teaching and in my curriculum. I will be highlighting the presentations of Sarah, Virginia, Jessica and Ericka.

The statics in the Kim article were staggering. Being in education for 17 years I have personally seen the change in the student demographics. However Kim summarizes the truth that the demography of the educators has not changed. The introduction focuses on the state of crisis in education involving the achievement gap. This study is focused not just on ethnicity, but also socioeconomic status. From this study the cause to look at multicultural education is very evident. The main area of the paper will explore the varied approaches to dealing with multiculturalism and the critiques of all the misconceptions and the impact of whiteness.

The United States (US) is considered a relatively “new” country when considering it in the historical context of the history of nation states. However, the idea of multicultural education (MCE) is certainly not new. Payne and Welsh (2008) posit that MCE originates from the results of struggles of humans throughout history, “from [the] Hammurabi Code to the Magna Carta, the British Bill of Rights, philosophers such as Locke and Montesquieu, Universal Declaration of Human Rights, and various reform movements in different countries, such as Russia and China (Celik, 2012).” The challenges and changes in MCE, by the nature of what “culture” is considered to be, are difficult to

Multicultural education relates to education and instruction designed for the cultures of several different races in an educational system. Globalization has led to many people migrating and spreading all over the world. As a result there is no specific area in the world that embodies one group of people of a specific nationality. Especially in the UAE, the presence of multi nationalities calls for an education that includes specific consideration to the variety of nationalities and cultures present in the classroom. Therefore, Responding into all the cultures that exist in one area is the goal of multicultural education. Educating that helps understudies comprehend and identify with social, ethnic, and other assorted qualities, including religion, dialect, sexual orientation, age, financial, mental, and physical contrasts. Multiculturalism is proposed to urge individuals to cooperate and to praise contrasts, not to be divided by them. As a result, embracing diversity in a way that improves our educational systems and not neglect it.

The inclusion of multiculturalism into schools has become an increasingly hot topic as of late. Being a future teacher I have taken a natural interest in the topic as well. It seems that most of the push to incorporate the multicultural issue into the school system has been a reaction to the thought that the American “melting-pot” metaphor is on the decline. Knowing that the demographics of the United States is changing continuously, the main issue about the inclusion of multiculturalism is not whether to place it into the schools, but rather how to position this controversial topic into the curriculum. Many people think that the incorporation of multiculturalism must begin with the teacher education

Multicultural education incorporates the idea that all students- regardless of their gender, social class, and ethnic, racial, or cultural characteristics- should have an equal opportunity to learn in school, (Banks & Banks, 2010, p. 3.) For centuries our country, the United States of America, has been known as the “melting pot” in a sense that our world was moving towards multiculturalism. Some see the old metaphor, the “melting pot” fading away within the last decade and has grown into a new term(s) like the “salad bowl” and “mosaic”. These two terms can best be defined as mixtures of ingredients that each keeps their own individual characteristics (i.e. a salad bowl and a mosaic). Joyce Millet says it best, “Immigrant populations within the United States are not being blended together in one “pot”, but rather they are transforming American Society into a truly multicultural mosaic (Millet 2010.) Americans come from all over the world. If you were to type American Culture into a search browser on the Internet there would be a wide variety of searches that pop up including cultures like African, Native American, Asian, Polynesian, Latin American, and more.

Chapter eight of Multicultural Education focuses on both understanding and supporting gender equity in schools. Supporting gender equality use to mean providing both equal access and equal outcomes for all students regardless of their gender; equality meant proving students with the exact same rather than providing students with opportunities and experiences based on what they needed in order to succeed and better themselves. Equality does not only focus on gender and understanding, it also includes other diverse aspects of male and female roles such as race, ethnicity, sexuality, disability, and religion. All of these diverse aspects create uniqueness from one student to another, which reiterates why we cannot use a one-size fits all teaching approach in our classrooms.

All people I interviewed did not receive a formal multicultural education and they learned from their interactions with people at their home, church, working places as well as from their travels. They all agreed that knowing people from diverse cultural backgrounds had enriched their life experiences. However, they all agreed that similar human experiences are shared among different races and genders. “Implicit” test results told me that I hold more personal biases than I had thought. These unchecked biases may have potentially kept us from forming fair judgments toward others.

Teachers are the brain and students are the body of a school. Everybody knows that the body may not function properly if the brain malfunctions. In other words, knowledge transfer from teachers to students may not take place if the teachers fail to deliver their duties. The chemistry between students and the teachers play an important role in the learning process. If teachers are the reactants, students are the products. In a chemical reaction, a catalyst is necessary to speed up the reaction. Principal is the catalyst who helps the reactant teachers to produce student products. In other words, principal should act as the sun around which the planets (teachers, students, parents and administrative staffs) rotate. Each one of us has probably felt being alienated or outcast at one point or another. Each one of us has felt that moment when we might have been treated differently or when we felt uncomfortable because we felt different from everybody else. Discrimination due to prejudice and stereotyping is one of the many issues that we must face in a culturally and socially diverse world. Understanding these concepts and the mechanisms behind these behaviors may actually help us be a step closer to solving this social disease. Nevid and Rathus (2010) define prejudice as “a preconceived attitude toward a group or person” (p. 217). Prejudice sets in when one has negative views about another even if one doesn’t have the complete details yet about a certain individual or group of