Cultural Differences In The Belonging, And Becoming Practice

1. “Developing a knowledge base about cultural diversity”Teachers must know that culture is defined by a variety of important factors. “Among these are ethnic groups’ cultural values traditions, communications, learning styles, contributions, and relational patterns” (Gay, 2007, p. 107). Knowing these and how they apply to each culture will help create a stimulating and supportive environment for students.

Aurora Cedillo in her statement is trying to explain the cause of the disconnect found among students and educators of different cultures. She believes the problem is mainly due to an egocentric attitude in educators. In her view, this issue is not limited to a culturally different education environment but it is also found among educators and students belonging to the same group. Aurora Cedillo sees a need for educators to emphaticize with those students who are different than them, rather than attempt to assimilate those students to his or her views. Mrs. Cedillo proposes a need for educators to understand that people live in different ways that can all be equally valid. She suggest that teachers take the time to find out the reasons

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Educators in today’s school systems are encouraged to incorporate various aspects of cultural diversity into daily classroom routines and lesson content in order to develop students respect for various cultures within their community. The article reviewed, Promoting Respect for Cultural Diversity in the Classroom, written by Matthew Lynch, discusses the need for educators to encourage as well as promote respect for various cultures within the classroom that students may encounter or associate with. Additionally, educators must educate students on the importance of their own culture or heritage, as well as on the importance of cultures their peers or individuals have within the community.

Here we commence deconstructing our tapestry. Analyzing where we sit on the Cultural Proficiency Continuum of destructiveness, incapacity, blindness, pre-competence and competence. (Cultural Proficiency, A Manual for School Leaders, 2nd Ed. Lindsey, Robins, and Terrell, 2003.) We explore our emotional connections to cultural differences; we interpret how our beliefs affect our daily interactions and learning, we describe and classify our judgments. Once each thread is scrutinized, we actualize our new "fabric of community that learning, and living,

Sometimes it can be challenging to incorporate cultural diverse teaching in the classroom if there is a lack of support from parents or other stake holders. The second challenge encounter are accessing materials which can be integrated into our classroom activities. Sometimes the budget of the school can inhibit the amount of equipment’s or materials that are need to be use in the classroom. Thirdly, lack of understanding by the teachers on the norms and culture of the society. In an article, Creating Culturally Inclusive Classrooms, states, “ Many teachers are faced with limited understanding of cultures other than their own and the possibility that this limitation will negatively affect their students’ ability to become successful learners”.

When educators are culturally competent and gain an understanding of the cultural identities present amongst the children in their care they can have respect and an understanding of the way children and families know, see and live this world. Educators may then celebrate the benefits of diversity and may be able to understand and honour the differences.

In our ever expanding population, people who cannot adapt or respect the cultural diversity of different countries will fall behind in society. It is of a high importance that you learn to be culturally competent, but you may say “I am already good at that” or “Why does it matter?” In response I say that being competent with cultures is a process that continues to change over time and that it isn’t a one time achievement. In modern times it has become increasingly important that people tolerate other people of diverse cultures to the point that you can get fired for not doing so.

Teaching a cultural diverse classroom is a very sensitive subject that arises everyday all over the world. Teachers should take student culture into consideration when working on their curriculums and supporting students’ native language as well. Teachers should integrate a classroom curriculum that includes everyone culture and that is respectful to everyone background an order to promotes cultural acceptance and learning.

When an educator is culturally competent, it is not just being culturally aware of the differences but being able to remove any bias and never make any assumptions that their way is the best way. (Arthur, Beecher, Death, Dockett, Farmer (2015) Programming and planning in early childhood settings (6th Edition), Chapter 2, page 60)

Cultural beliefs that have been passed down and kept throughout generations, have had distinct impacts on the way many individuals carry out their respective lives. While in many cases, tradition has contributed to a sense of comfort and belonging as it brings families together and enables people to reconnect with friends. However, traditions have tormented the existence of many and have gone to the extent of extinguishing the light present within oneself leading them to the grave.

More now than ever before in the educational history of our nation has multicultural education become important. Due to the ever increasing diversity in our nation, the global economy, and the mobility of our work force, diversity in the classroom is affecting our classrooms. With such a diverse student population teachers must understand that each student will bring his own background knowledge and experience into the learning environment. The task that is presented to teachers is to prepare the students to understand and interact with all the different cultures that are present or that the student may come into contact with, while at the same time teach them content which does not offend a student’s

Respecting cultural diversity, the school understands the unique place people from all backgrounds hold in the area’s heritage and future. Those rich backgrounds are often realised in learning experiences and information about many cultures is available to support learning programs.

There is more to multi-cultural education than simply showing cultural awareness within the classroom. To successfully reflect a multi-cultural society within your classroom, you would need to implement a series of strategies that would address the diverse range of under-represented groups within the curriculum. Not purely focusing on race and culture, this would also include women and those with disabilities who were more often than not, forgotten about in years gone by. For example, celebrating ‘Black History Month’ once a year is not enough. There needs to be a constant inclusion of diverse cultures and histories, as doing so will only help to combat stereotypes and prejudicial behaviour. Banks