Educating Multicultural Curriculum Reform : School Curriculums Are Largely Biased Towards The Views Of Americans With European Heritage Essay

This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels. Also, this paper will review a few lessons or projects that can be adapted and used within my personal educational institute in order to create

As people further their educational careers they gain a greater understanding who was present certain times in history. Yet students that are in K-12 are often taught history in a limited way so that the master narrative makes sense to the students. An article was written by Sohyun An regarding the visibility of diversity within the curriculum which is very limited. An states “research found numerous distortions have remained and historical agency and voice of Native Americans has been denied in the latest generation of textbooks,” meaning that the textbooks are including the natives but they are still invisible. The invisibility of the Natives proves that the curriculum is not diverse because it

I would like to discuss multiculturalism in education; I am particularly focused on the higher education aspect, and the effect of diversity on education. In reference to the four assigned articles that discussed reasons for and against a diverse learning environment in higher education and the effect on education and american culture.

As mentioned in previous chapters the need to teach multiculturalism among young children. There are many misconceptions about multicultural teaching. For example, Bill Howe presents misconceptions about this theme and there were a few that were interesting such as, tour and detour approaches as appropriate in multicultural education. For example, Black history month is when many schools celebrate the accomplishments of African Americans. It is great to celebrate the accomplishments of the diverse population in the United States, but why celebrate it one a year. Maya Angelou once remarked that she will be glad when Black History Month is no longer necessary. When all Americans are sufficiently a part of our courses of study and daily instruction,

McGray states, “The United States can no longer afford an isolationist education, any more than the world can afford an isolationist American Public” (McGray 359). By demonstrating that, McGray provokes American legislators reasoning forcing them to recognize that changes in the American educational curriculum must be done immediately. Contrarily, young Americans’ lack of knowledge about the world surrounding them will set the country down and consequently compromise the future of the United States of America. In addition, this rhetorical choice supports McGray’s arguments challenging his audience intellectual to reflect about other possibilities to solve this issue. Following these lines, McGray appeals to American legislators’ action to incorporate multicultural studies in the American educational system such as the history, perspectives and values of people from distinctive cultures.

The basic mission of high school American history courses is to prepare students to do their jobs as Americans, but that mission has always been overshadowed by its “nationalistic genesis” (xvii) as a part of a “nationalist flag-waving campaign”(xvii). This causes history to be taught in a way to comfort European descendants so that whites are presented in the best light even if that means leaving out information or telling lies and “we cannot afford another generation of white Americans raised on complacent celebratory Eurocentric history”

In this article, Black Studies, Multiculturalism and the Future of American Education, they are seen as topics that are been discussed in an in depth view of Manning Marable. However, African American studies as it’s been mentioned are viewed as the study of the culture and traditions of blacks throughout North America, Africa, the Caribbean, Brazil and Latin America. Furthermore Manning argued that there are three related topics that are brought up when questioning what exactly makes up African American studies; first is the deliberation of Black Studies and also what the definition of “multiculturalism” which is in relation to higher education, including the social context that is among in the discussions of racial diversity and pluralism amidst American society as a whole, and the future of race and ethnicity within American society.

“When students see their ethnic identities represented in the curriculum, they see their cultural history is valued, which serves to promote students’ sense of political efficacy— i.e., their belief that participation in their nation’s governance may make a difference for them (Bernstein, 1986) This is an important student-learning outcome of a multicultural curriculum because, historically, people of color have not been empowered to influence political policies and institutions, which often leaves them with a sense of societal helplessness and a lack of political influence over their collective future (Ogbu, 1990).” (Thompson, 2012)

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

Cultural diversity, or multiculturalism, is based on the idea that cultural identities should not be discarded or ignored, but rather maintained and valued. The foundation of this belief is that every culture and race has made a substantial contribution to American history. However, many people remain opposed to the idea of multiculturalism, or cultural diversity awareness, while others often support it and yet have no clear idea of how it should be taught. The diversity of the United States is truly astounding, as many different ethnic and racial groups have contributed to the social,

Culture is defined as the arts and other manifestations of human intellectual achievement regarded collectively; the beliefs, customs, arts, etc., of a particular society, group, place, or time. (Definition from Google Define: Culture) Early childhood educators have become more interested in integrating culture into the preschool classroom. Over the years, Multicultural Education and Anti-Biased Curriculum are being implemented with hopes of children feeling more welcomed, validated and able to corporate with others in the classroom. Many educators also believe that introducing different cultures to young children will prove to have many benefits throughout childhood development and adulthood.

However, there are questions as to whether or not teachers possess biases that would influence their teaching methods and curriculum. Taking a class in educational diversity is only a start in addressing those biases that may have been unconsciously created. It is the writer’s sincere hope that researching and writing a paper on multicultural education will be a stepping stone toward the critical examination of biases and practices in regards to diversity in the classroom that will continue to influence the readers throughout their educational

The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary.

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

I. We have read about the connections between critical multicultural education and culturally relevant pedagogy. Discuss how these concepts are aligned and provide two examples from the class texts of how culturally relevant pedagogy is an approach used to provide equitable educational experiences for all students.