Implementing Multicultural Education Essay

Issues of poverty relate to multicultural education because they are both obstacles to overcome as a teacher. In addition, these two might even come hand in hand. In some cases, a child might have to deal with both of these in his/her education, as well as their own learning. To teach a multicultural classroom, one much teach the diverse groups of students in a way that all cultures, ethnicities, and national heritages can learn. Incorporating poverty, including white poverty, into a multicultural classroom means that the teacher must also teach according to their backgrounds and home life. I am passionate about reaching out to those students, so that each and every one of them feel comfortable, excited, and enthusiastic about their learning and education.

     Multicultural education can be something that is as simple as a change in the curriculum adding new and diverse materials (2nd paragraph). As the world changes our ability to learn should grow. New things happen every day and the only way we can grow from these

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).

Education can play the strongest role in combating cultural diversity. The United States is a melting pot of cultures from around the world. “The concept of a “melting-pot”

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

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,

People that are taught different things about their culture view their lives completely differently. Education is very important and is absolutely huge in preparing people for the real world and to live the rest of their lives meaningfully and with knowledge. A big part of this is education on culture. In Dianne Ravitch’s essay “Multiculturalism Yes, Particularism No”, Ravitch explains that there are two ways people are taught about culture, multiculturalism, or cultural pluralism, and particularism. The pluralist approach teaches people to recognize and embrace that there is one common American culture that has been created in this country and that it has been created by many different groups.

     After reading the many articles on the notion of diagnosis and counseling with multicultural/ethnic patients, it has come to my attention that this focus is solely based on stereotypical attitudes. Sure, it can be said that it is important for a therapist to have a background of the patient’s heritage and culture, but doesn’t this necessarily mean that the outlook of the therapist will be put in a box by doing so? I think multicultural competency is a ridiculous way to improve patient-therapist relationships because of several reasons. First off, generalities and race-centralisms only hinder, not improve, the inner workings of a therapy session. Second, there is no real way to test

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

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

The side in opposition to multiculturalism firmly believes that it weakens America by keeping immigrants from adequately assimilating to the core values of America’s Anglo Protestant identity. This side believes that multiculturalism weakens the “social bond” of the United States by denying that immigrants need to assimilate to the language and values of the country’s dominant culture. The rise of non-English speaking communities is seen as a detrimental factor in the goal of achieving unity in American culture. Opponents state that immigrants coming to the United States must always lose their previous culture from their country of origin, to be able to completely assimilate to and fully embrace

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.

There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then

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'