Multicultural Education And Anti-Biased Curriculum

According to Sonia Nieto, the definition of multicultural education is defined in sociopolitical context and relates to comprehension of school reform. Namely, the multicultural education works in reforming schools and providing an equal and excellent education for everyone. Likewise, the author gave a definition of multicultural education based on her experience surrounding education environment. She divides multicultural education into seven basic characteristics: antiracist education, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy (Nieto & Bode, 2012).

It saddens me that even today students are not receiving a fair chance of an adequate education

Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse

Culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group(Robbins,1997). Child rearing

As a Family Advocate, I work with families and children from different backgrounds and cultures. After completing the observations, anti-bias curriculum is a must to reflect the cultural and background of the families and children in the program. Many families I work with are low income. My goal is to create an environment where children and families from different backgrounds can feel comfortable and belonging. I would like to work closely with families and provide the support that they may need.

There are a number of strategies you can use to enrich children’s understanding and respect for cultural identities. The first would be to establish a good knowledge of all the different cultures and backgrounds of the children and families who attend our centre, this is initially done through enrolment paperwork. Talking and forming good relationships with families is another way to gain insight into different cultures. Once this has been done you can incorporate this knowledge into the program and curriculum within the room. By incorporating different cultures into the room you are showing children that everyone, interesting and valued. Show and tell group times are a great way to showcase a culture, for example, a child could bring in a

A child’s culture is a major part of their identity and their sense of being, belonging, and becoming. Respecting their culture is important for building a relationship with the child and his/her family.

You always want children to feel accepted and loved no matter who they are and where they came from. Children may come from all different ethnic backgrounds, but their all equal. As teachers we need to make sure the environment for the children is safe, positive, and they feel comfortable. Also, making the environment comfortable for families to show them that we respect diversity and that it’s taught thorough the classrooms.

While this is only my fourth year at the school, I felt that I might be lacking in knowledge of all resources available at my school. This prompted me to interview James, the director of the Equity, Justice, Multicultural Education (EJME) department, as well as Mia, the director of the Sophie Scholars. James, the director of the EJME department has over twenty years serving the school in various roles besides his current role, as a teacher, vice principal and principal. In interviewing both James and Mia I was able to gain an understanding of our available resources currently in place for all students. In addition, they directed me to additional information that was available on the staff and faculty portal.

Culture is part of human. We learned our world through communication and understanding by the context of traditions, languages, behaviors, belief, and values. Cultural experiences and value is what shapes the way we see ourselves and what we think is important for each other. Children learned culture by communicating with their parents and in the daycare center, cultural group is what makes us to know that we are part of the societies that we live. Cultural perspectives also influence how we parent, how we understand children, how we help them grow up and how we teach them new skills.

A society is composed of a blend of various cultures that are characterized by numerous stable and different subcultures. Cultural wisdom in child development is influenced by the environment where the child grows, as well as, the values and skills that are embraced by his or her parents. Cultural differences have been observed to be highly significant in the early childhood. In this paper, attention shall be focused on reflecting and identifying your culture and the role of culture in child development.

I found the readings this week to be very interesting; cultures and variances in perspectives, beliefs and ways of life between groups and individuals has always been extremely interesting to me. In fact, I have spent the better part of my adult life actively seeking out situations that give me the opportunity to learn about and experience other cultures. Through these experiences have gained a deep appreciation for the diversity among all people. I have learned some of my most important lessons from people who are completely different from me and I fully believe that there are innumerable ways to accomplish or think about any given situation. Different cultures and individuals have much to offer each other, and being open to accepting and incorporating other views is essential and immensely beneficial as we grow. As you might expect, I believe strongly in the positive effects

Culture. An elusive term that has found itself at the heart of many heated debates about the curricula used in our educational systems. Forasmuch as society now depends on diverse cultural education to teach children how to be multi-culturally conversant, it is not quite hitting the mark with regards to how children are taught and learn about the various ethnic groups. A rather substantial part of this problem is that the polysemus term “culture” seemingly indefinable to one interpretation, gives the overwhelming impression that teaching through its context is indefinitely impossible. Notwithstanding, society has yet to reach an even remotely consensual definition of the term culture, especially in relation to its purpose as an educational

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

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.