Multicultural Education And Multicultural Schools

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).

     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

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,

Teachers can begin by incorporating Banks’ five dimensions of multicultural education. In addition teachers must take into consideration DuPraw and Axner’s six fundamental patterns of cultural differences. Then, parents and the community will need to be educated on the cultural differences. However, the parents will need their voice to be heard in order to decrease cross cultural miscommunication. As our country’s population diversifies, it will be our responsibility to not only educate ourselves but our students as well as our parents in order to have a successful

Multicultural Education in a Pluralistic Society, Seventh Edition, by Donna M. Gollnick and Philip C. Chinn. Published by Prentice-Hall/Merrill. Copyright © 2006 by Pearson Education, Inc.

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,

Multiculturalism refers to an education system that incorporates values, texts, beliefs, histories, and perspectives of people hailing from diverse cultural backgrounds (Holland). The United States has been multicultural society since its independence. To be specific, America has the highest number of immigrants every year due to the unlimited opportunities available in the country. As a result, America enjoys cultural diversity. The common school concept acknowledged this cultural diversity and saw it rational to include multiculturalism in the American public education (Holland). Multiculturalism entails incorporating all the racial, ethnic, and gender groups in a classroom setting. Multiculturalism has been a struggle in the American society – a society segregated on racial lines.

The multicultural curriculum has its roots in the history of multicultural education which follows the history of the US civil rights movement (Fillion, n.d). The desegregation practices during the 1950s were established in order to provide equal education for all individuals, regardless of race or any other demographic considerations. The 1960s and 1970s, desegregation practices expanded to include application in seeking equity of all students in terms of their human rights (Banks, 2000). With the focus on human rights, multicultural concerns in education were considered, recognizing the importance of establishing awareness in a culturally diverse community. The changes in the teaching curriculum came under the collective heading of multiculturalism. These changes were also apparent in Britain and in Australia just as they were unfolding in the US (Lynch, 1983). The educational authorities recognized the fact that the curriculum must come from the social and the ethical concepts being seen in the multicultural setting. Various references to the inherent value of all human beings were also highlighted, and this attached value was also seen in the human rights movement in the 1960s and 1970s (Lynch, 1983). In these states, the focus was on acknowledging the need for the multicultural curriculum and for teachers to support and promote such a program. Research was then carried out and workshops with teachers implemented. Such actions were able to establish that even as

In order to understand the implications of this paper, we must first define multiculturalism. The Dictionary of Multicultural Education defines multiculturalism in the following way:

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

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

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

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.

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'