Global Education Consensus Panel

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,

“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)

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

No school can trust effectively to teach today's youngsters without recognizing and grasping the social pluralism of our various society. To this end, free school instructors must work to make learning groups that energize and bolster assorted qualities of enrollment and multicultural curricula. Such people group comprehend that one's individual viewpoint depends, to a limited extent, upon one's area in society. Common understandings are multifaceted; they develop in groups that urge people to convey their stories to the table.

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.

One problem that exists within the multicultural society is the way education is taught in schools. One of the major problems that exist within the educational system in a multicultural society is that it acts as a power structure within society (cite). Many times, even in a multicultural society, the education is taught through the perspective of the ‘stronger group’, and therefore the minorities are not fully represented. This type of education creates a model of one-sided ‘co-existence’, thus creating many cultural gaps between groups in society and as a result decreases the potentiality of multiculturalism. Bank believes that the current ‘mainstream citizenship’ type of education prevents the citizens (mostly schoolchildren) to learn about their complex and multilevel identities. He continues and says that it does not include the four main elements of citizenship (civil, political, social and cultural) and as a result does not teach the youth what it means to be a participating citizen. Bank also believes that is crucial for us in a multicultural society to use the ‘transformative citizenship’ education system, which enables all the citizens and youth to understand their complex identities. This way of teaching will also validate and recognize the culture of the students, and it will open the passageway for civil

Multiculturalism can be seen in most parts of the world. Only a few countries like Japan, are homogeneous. In the article “Multicultural Education Is Vital to the Fabric of America” author Gregory Michie states that after the 911 terror attacks multiculturalism is so relevant and important. Through education we can learn about each other, and begin to collaborate for a better world. As diversity pertains to higher education William Bown of Princeton University, proclaims that "Students of different races, religions and backgrounds ... learn from their differences and stimulate one another to reexamine even their most deeply held

The purpose of schools today is, unfortunately, to create a well-trained rather than well-educated workforce. However, the true purpose of schooling should be to educate all students equitably, regardless of race, gender, sexual orientation, socio-economic status, etc., so that they can use logic and reasoning to make informed decisions (Spring, 6). Teachers are at the frontline in the struggle to create well-educated citizens within a diverse and democratic society. This essay will examine the criteria needed to create the ideal citizen of a diverse and democratic society, as well as how I as an educator plan to integrate and promote democracy and diversity in my teaching practices.

In efforts to respond to the changing dynamics, forces of globalization, and diverse populations within today’s changing classroom environments, citizenship education has been at the forefront of many educational studies. The effects of globalization has not only led to diverse and changing classroom dynamics, but also to an increase in a proliferation of studies and curriculum initiatives on the need for citizenship education. Many countries now include citizenship education as an important feature of their official curriculum. Educators throughout the world are attempting to understand and assess the process by which young students must learn about democratic citizenship, and where and how citizenship education should be located and represented

“Multicultural education is very relevant because we aren’t all similar. We must each make a concerted effort learn about others because it is important for each of us to understand the culture and background of all types of people and to give them a voice in society. The use of monocultural education excludes the perspectives of others (Nieto, 2010, p. 67). When people feel powerless and ignored they may react by lashing out, therefore ignoring differences is not an appropriate method to create

Valuing diversity is the acknowledging and accepting the world’s unique diversity (Reysen, & Katzarska-Miller, 2013). There is great importance in comprehending various ethnicities, diverse and differing cultures, as well as the individual morals and values associated with that culture. It is crucial that as a society filled with diverse individuals from numerous countries and cultures around the world such as the United States of America, that in order to be true global citizens it is necessary to have a decent understanding of how to approach those from different cultures and backgrounds, and to be able to best communicate with one another. It also helps in learning how people from varying cultures may be dealing with global issues and challenges.

Promoting diversity in the classroom has become a necessity in today’s ever-diversifying society. Diversity can refer to socio-economic background, religion, gender identify, sexual orientation, race, or ethnicity among other possible identities. Over the past twenty years or so, the use of multicultural education, in particular multicultural literature, has become a commonplace form of diversity promotion in the classroom. Multicultural education refers to any sort of education or teaching which takes into account the the values, beliefs, histories, and perspectives of those from varying cultural backgrounds. Here, culture, “in the broadest possible sense, [encompasses] race, ethnicity, nationality, language, religion, class, gender, sexual

The United States is increasingly becoming a multiethnic, multicultural group of citizens. Life is no longer similar for all individuals. As people migrate they bring with them their cultural views, beliefs and language (Bhugra and Becker, 2005). In order to live together with respect, dignity and without prejudice for all, the country has had to educate itself on the beliefs and values of these vast cultures migrating to what they perceive as a land of opportunity whether this be for economic, education, or political reasons. For the most part in today’s world, cultural groups are intertwined in where they live, work, and attend school. To maintain a civil society, awareness

O'Sullivan, M., & Pashby, K. (2008). Citizenship Education in the Era of Globalization. Sense Publishers: Rotterdam.

To examine and explore what is global citizenship? This essay will look at the importance of becoming a global citizenship, the role we, as educators play in this development and how the curriculum frameworks and associated learning emphases for global education assist in the development of a global citizen.