Multicultural Curriculum Analysis

I have grown up with Education being my catapult through life; I love it. I love to study children and figure out how they learn and how our educational experiences shape us as adults. Five years ago, I found myself accepting a position as a Toddler teacher in a government facility. To describe it simply, I was a fish out of water. I had experience with children, but not with children so small. This experience taught me a great deal about learning in our great world. I was amazed to witness the pure relationships between children of all races in that little toddler room. All color aside, the children seemed to embrace each other's differences and celebrate in their dedicated

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,

2. “Including ethnic and cultural diversity content in the curriculum” Seek out and use only factually based information on different cultural traits. “This is needed to make schooling more interesting and stimulating for, representative of, and responsive to ethnically diverse students,” and this is a teacher’s ultimate goal in being culturally

After reading the definition of culturally responsive, I have discovered that neither of my schools is culturally responsive. With the increase of diversity in both schools, administrators and teachers will need to increase their knowledge as well as resources in order to aid these students. Until teachers are formally trained, it is my hope that they will at least incorporate one of Banks’ “five dimensions of multicultural education.” (Banks, 1993) During social studies and science lessons, teachers can incorporate the content integration dimension. In this dimension teachers can tell students “various isolated facts about heroes from diverse groups.” (Banks, 1993) With the knowledge construction

    The diversity in our public schools is ever increasing, with this teachers are beginning to recognize the need to expand their classroom curriculum to include other cultures. Understanding diversity provides context for students and allows them to thrive in most social environments. They key to this understanding lies with support from administrative and teachers “sensitivity of the various cultures reflected in students populations,” (Smith) meanwhile maintaining an unbiased outlook. Involving discussions on music, history, food and of other cultures provides a general awareness for students. Theres types of lessons can and should be taught year round and not just around the

This approach allows the teacher to put ethnic content into school curriculum without restructuring it. It is a long process that takes up time, effort, training, and rethinking of the curriculum and its purposes, nature, and goals. An example would be February is Black history month and March is Women’s history month, basically holidays around the world. The additive approach can be the first phase in a transformative curriculum and to integrate in with ethnic content, perspectives, and frames of reference (Banks, 1989). However, this approach shares several disadvantages with the contributions approach. Its most important shortcoming is that it usually results in the viewing of ethnic content from the perspectives of mainstream historians, writers, artists, and scientists because it does not involve a restructuring of the

This paper explores Multicultural Educational Reform. It investigates how the current state of our democracy urges the educator to consider the pertinence and definition of multicultural education and how it can be achieved. It demonstrates how the knowledge of a cultural curriculum transformation combined with understanding what constitutes multicultural curriculum can lead to reforming a mainstream curriculum that currently caters only, or primarily, to the Eurocentric, male-centric society that laid the foundation for education. This paper will

While completing coursework at CSUMB for the Liberal Studies program, the researcher was inspired by its classes to be a Diversity and Multicultural Scholar and a Social Justice Collaborator. By evaluating their own and others’ experiences as influenced by social identities, socialization practices, and societal institutions from both historical and contemporary perspectives it helped the researcher open their eyes in how they want to be in their classroom as an educator. In the researchers LS 380: Teaching for Social Change, LS 394: Multicultural literature , and LS 398: Social Foundations of Multicultural Education classes, the researcher critically examined the value of diversity and multiculturalism which interested her in the teaching

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

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

In writing this essay I will provide my reader with various scenarios to give a good understanding of Cultural Diversity, Multiculturalism, and Inclusion as well as definitions and their effectiveness in the classroom. First, Cultural Diversity is ethnic, gender, racial, and socioeconomic variety in a situation, institution, or group; the coexistence of different ethnic, gender, racial, and socioeconomic groups within one social unit as in the 1889-1920’s. Showing the contribution of Americanization of immigration, Training labor and reform to the family life and continues to 1950-1980 to bring Racial and Culture harmony to the equality of educational opportunity ( Spring 2013 , p. 8

The knowledge I have gained from my experience in learning about the history of multicultural education has given me an insight to many different cultures. In

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.

The development of a school and classroom curriculum is critical to achieving a multicultural school setting for students. The implications of my findings for teaching and learning are that educators need to better evaluate their texts and curriculum that they use with their students. In Becoming a Multicultural Educator, author James Banks explains that every student should receive an education of high quality and with that they should attain skills that will help them to flourish in a multicultural world (196). Also on page 196, author B. M. Scott discusses that there are three factors that need to be addressed in order to achieve a multicultural curriculum. The three factors are; “First, educators need to increase their own personal