Multiculturalism In American Schools

I would like to discuss multiculturalism in education; I am particularly focused on the higher education aspect, and the effect of diversity on education. In reference to the four assigned articles that discussed reasons for and against a diverse learning environment in higher education and the effect on education and american culture.

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,

In James Baldwin’s article “A Talk to Teachers” he utilizes paradox, tone, and anecdote to persuade the audience that an educational system where students are taught the true meaning of American history and identity must be established in order to create a society where people of all races contribute their ideals to society.

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

In this article, Black Studies, Multiculturalism and the Future of American Education, they are seen as topics that are been discussed in an in depth view of Manning Marable. However, African American studies as it’s been mentioned are viewed as the study of the culture and traditions of blacks throughout North America, Africa, the Caribbean, Brazil and Latin America. Furthermore Manning argued that there are three related topics that are brought up when questioning what exactly makes up African American studies; first is the deliberation of Black Studies and also what the definition of “multiculturalism” which is in relation to higher education, including the social context that is among in the discussions of racial diversity and pluralism amidst American society as a whole, and the future of race and ethnicity within American society.

In the 1990's Multicultural education has started to address the educational guidelines to help society understand there are various ways to express cultural through education. Richard Rothstein found that during the immigration period from 1880 to 1915, few Americans succeeded in school, least of all immigrants; immigrants of all backgrounds did poorly. Instead, it was the children and grandchildren of European immigrants who fared well in school, but the myth that first-generation immigrants "made it," at least in terms of academics, is firmly established in the public psyche. (Nieto & Bode, 2012). At one time Immigrants used public schools just to fit in. Today protesters and other open-minded groups are trying to preserve native cultures. A lot of immigrant’s parents understand children will do well if the native language education protected the culture at home. But others felt their children's integration mandates teaching in English only.

During middle age, cultural diversity is very sensitive to people. Children who attend schools that have cultural or racial diversity can not be compared with those who attend a school that is primarily one culture or race. Those in cultural and racial diversified schools have more basis for appreciating other people's culture. Children in one culture or race basis will only understand and their culture hence may disrespect other cultures.It is better to expose middle-aged children to culturally diverse institutions to promote unity and avoid racial and cultural discrimination.

“This approach repudiates the melting pot in favor of a ‘multicultural’ conception of American identity that celebrates ethnic consciousness, ” meaning the most commonly accepted approach to teaching children about American culture is problematic (32).

Growing up in the United States i’ve learned that the idea of a multicultural society is embraced through communities in the United states of america. It is promoted everyday in the lives of us humans through our jobs, school, and out in public without even noticing it but not all people would agree with the idea. Every day on the news we see example on how citizens fight against one another just because they are of a different culture. We’ve been struggling with epidemic since our formation of this

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

In this weeks reading of American education, we are learning about multicultural and multilingual education. There was a mass global migration in todays world that greatly affects us all. I am fascinated by the fact that the wealthier nations had 60% of migrants. The United States of America has the largest amount of international migrants over all, holding at 46 million. These large numbers has a great effect on our economy and social system. The education that differs between cultures intrigues me. The fact that we have a learning system based on a set of rules rather than japan and china that have a holistic view of the world. The example they used was interesting. The fact that when given three options to be grouped together, monkey, panda

Set against the background of deep-seated racial and social tensions in 1970s London, Buddha of Suburbia is more than just a satirical coming of age story. As the decades following formal decolonization saw hundreds of thousands of former imperial subjects immigrating into Britain, the increasing hybridity of British society created a complicated domestic situation that perplexed citizens of all races. A relevant question to consider is whether multiculturalism in England provided a way to transcend the trauma of colonialism or whether it kept it very much alive. Although multiculturalism can be a positive element in cosmopolitan societies, joining together different races and cultures, it can also perpetuate the inherent racism of western

According to James A. Banks in “Approaches to Multicultural Curriculum Reform”, school curriculums are largely biased towards the views of Americans with European heritage, which is distorting the worldviews of American students and severely under representing minorities. A multi-cultural approach to instruction is needed to help decrease, and eliminate the justification of, the feeling of superiority felt among many white Americans. First, Banks supports his opinion by discussing the negative impact a mainstream-centric curriculum has on multicultural students, as well as white students. (p. 242). He points out that the lack of multicultural acknowledgement is not isolated to just classrooms, also being present in historical markers and museums. (p. 244) Along with public misconceptions, some teachers present watered down versions of tough material such as the story of Christopher Columbus. (p. 245) Many students of color feel misrepresented, or undervalued due to the content of the curriculum found in many schools. (p. 243) Then, Banks says that although change has been promoted it has been slow to manifest itself in most classrooms. (p. 244) Attempts have been made since the civil rights movement to create a more multicultural viewpoint in the classroom (p. 244), but some feel those changes challenge conventional thinking and may be looked at by some as a threat to American thoughts and values. (p. 245) Three views are identified when it comes to how

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'