Multicultural Education Reform

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

The story provided an excellent discussion of the many issues that surround race in schools, it centered on the topic about whether integrated schools were more beneficial than segregated schools. This book focuses on young children in the early grades, listening to parents and racial integration. The author wanted to find the truth that is surrounding multicultural classrooms from those that are involved in it. This book includes many side stories, which serve to explore the concepts, and displays them in a clear way; it also added depth to the book. This book was well written and shows all sides of multicultural education. It does not take one side in particular and it encourages people to explore multicultural education in a new light.

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,

Learners in urban schools face a myriad of challenges ranging from poverty, poor health, to family instability. For this reason, multiculturalism theme is crucial in promoting equality for these learners. Multiculturalism theme is a positive and significant achievement for the American public education (Holland). In particular, learners are taught how to appreciate cultural diversity in the school. This not only promotes cohesion but more so improves cooperation between learners from different cultural backgrounds. For instance, in urban district schools, multicultural policies and practices have become important in enhancing equality for the majority minority in public schools (Holland). Therefore, multicultural education eradicates prejudice and racism, builds interaction and cohesion between various races, creates cultural tolerance, and eradicates cultural

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

Multicultural education advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning process and that pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking. In addition, teachers and students must critically analyze oppression and power relations in their communities, society and the world (The National Association for Multicultural Education).

1. There are two main issues that point out why multicultural education is important. One important issue that Banks and Grant make for the case of multicultural education is that in a population that’s as diverse in other races and ethnicities as America, it is necessary to bring up awareness of other cultures, experiences and perspectives because if the perspectives of racial and ethnic minorities are ignored by teachers when they teach students, students are going to be miseducated and prejudicial towards people of color (Grant 332). Another issue that Banks and Grant make for the case of multicultural education is the fact that multicultural education allows teachers to reach students of diverse racial, ethnic, and socioeconomic statuses.

So we have learned that learning styles including gender are a big part of diversity and how as a teacher to incorporate effective learning into the classroom. Now we switch gears and think about a multicultural classroom. Multicultural refers to race, ethnicity, and culture. Race is a group of persons sharing a common publicly determined category often connected to genetic characteristics, physical looks, and heritage. Today, about one in three Americans are of color (Sadker, p. 76). Ethnicity refers to common cultural behaviors such as language, religion, and dress. Culture is a set of learned beliefs, values, symbols, and behaviors, a way of life shared by members of a society. This is a category altogether referred to as multicultural and is the common thought when diversity is said. Multicultural individuals were in the past and

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

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

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

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'