The Importance Of Multicultural Education

On page 238 in chapter 8 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, it states that, "culturally relevant education (CRE) was coined by Gloria Ladson-Billings (2009) to describe "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes"". The five principles that are discussed on page 239 are used to guide teachers in the direction of having a culturally relevant classroom for their students to learn about how to participate in a democratic society. Each principle offers educators insight as to how they can use culture within their classroom and lessons they teach in order to help their students become culturally

     As stated in the first paragraph of this article, “Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.” Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.

When dealing with students in a multicultural classroom it is important that educators address all the needs of students. One way to address all students is to adjust instruction to the multiple cultures present in the classroom environment. The use of culturally mediated instruction is important in the classroom as it can help build relationships and help push students to achieve academic success. As an educator it is crucial to understand the environment of the classroom and the type of culture present. Through the use of mediated instruction an educator can build bonds with their students and challenge them in a way suitable for that culture.

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.

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

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

From the reading on page 254 in chapter 9 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, there are myths stated about the failure of bilingual students and bilingual education. In table 9.2 on page 254 it is stated that, “it is a myth that all immigrant groups were successful [with learning the English language]. There were many low-skilled entry-level jobs that did not require advanced language skills.” My question is what is the considered success for immigrants learning the English language? Would it be considered successful if an immigrant learned enough English to obtain a job and earn a living within the United States or does an immigrant need to meet a specific level of mastery in the eyes of educators

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.

On the first day of class, the land was acknowledged where Indigenous Nations had a presence. This really stood out to me because just last year Peel District School Board also made it mandatory that every morning the land is acknowledged. As a teacher, I think this is so important because students, but also staff should recognize that Indigenous people were the first to be on Canadian land. The question that always crossed my mind was is it enough to just acknowledge Aboriginal land? Does that mean we are being multicultural and diverse? The readings for this week by St. Denis (2011) and Grande (2011) have allowed me to think deeper about Indigenous Education. St Denis (2011) argues that Indigenous groups suggest that multiculturalism is

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

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

The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary.

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'