The Importance Of Multiculturalism In Art Education

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

Both of the articles were written about the topic of cultural competence and sensitivity as an art educator in art classrooms, but each author had a certain approach in their writing that caused their articles to affect my interpretation in very different ways. For instance, the article written by Lucy Andrus was very detailed and straightforward; however, it was so objectively written that the ideas were difficult for me to conceptualize. I understood why Andrus expected teachers to instruct their classes in such a way, but I did not understand how such a reform would be brought about. Andrus’ expectations for the model art class just seemed overwhelmingly unrealistic for me to even imagine the kind of classroom that she was describing. For example, the complete integration of cultural education throughout the entire school experience is a concept that to me seemed to be a long process that was far too idealistic and impractical to attempt, especially in schools with more conservative curriculums. It was not that I disagreed with cultural integration and its benefits, but that complete cultural integration into a child’s education did not seem feasible to me. On the other hand, the article written by Jeffrey L. Broome came from learning how to create a culturally sensitive art class through personal experiences, which made the concept of culturally responsive art classrooms much more realistic for me to imagine and also helped me to fully understand the importance of what

is doing on the part of providing their students with an abundance of quality resources for their multicultural education, there are some areas of the curricula that boarder on the side of superficial. The very first day of our tutoring lab, we were informed that parents of African American students would be giving presentations about their lives to their student’s classmates as a way of celebrating Black History Month. While I admire the school’s good intentions, I cannot help but see this as a superficial aspect of its approach to multicultural education. My reason for this conclusion being that this approach does not go past a surface level understanding of the everyday lives of African Americans, neither is it capable of achieving the eye-opening realization for which multicultural education strives. In justifying this belief, I will point out the fact that the parents are likely instructed by the school to maintain a placid discussion, especially on topics such as racism. True multicultural education does not hold back, nor does it tip-toe around the obvious issues that the United States has with discrimination however, I see the purpose of finding balance between students participating in heated or heavily involved discussions and learning about diverse cultural

However previous to this discussion the classroom was a learning environment that was systematically equipped to assimilate. We as students fell into the curriculum but often times had difficulty identifying with the material presented. Essentially, the presence of diversity is useless if we do not dig deeper into each culture represented. Equally important, is the significance of each culture finding themselves within the curriculum. When topics such as racial tensions in America are presented in the classroom individuals from different cultural backgrounds and walks of life are not only present but seen vividly throughout the courses of society. This transition from a homogenous community to an imagined community can at times be

Race, Gender, Class, and ethnicity are the fabrics that form a Multicultural Society. As a teacher, it is important to think about my students’ various cultures and influences their cultures possess over their learning. After all, students are taught within the context of culture. Culture is what we teach whether it is explicit or institutional. Culture is integral to learning, considering culture is dependent on education for its survival. Culture is transferred from one generation to the next using informal or formal education (Convertino, Levinson, Gonzalez 27). As teachers, we should ensure our instruction is relevant to our students, otherwise they will lose interest, and then, they will never learn (Banks 2013). So, teachers should approach their students within a culturally relevant pedagogy.

Through the article “Fostering Cross Cultural Competence in Pre-service Teachers Through Multicultural Education Experiences”, author Dr. Jared Keengwe discusses the growing conflict of diversity in American classrooms. Dr. Keengwe argues that 21st century educators are not properly prepared to teach, or communicate effectively with students of diverse backgrounds. In many examples provided throughout the article, Dr. Keengwe presents the negative attributes associated with such educators who lack experience in multicultural educational environments. With immigration into the United States increasing each year, the number of culturally diverse students entering the classroom appears to be overwhelming current educators. According to the author, these facts are linked to the failure of teacher educational programs. Dr. Keengwe believes there is a pressing need for teacher educators to increase hands on multicultural courses that incorporate cultural competence, in order for pre-service teachers to succeed in the classroom.

To effectively reach all learners from diverse backgrounds, it is imperative that implementation of the content reflect and relate to students cultural background (Woidkowski & Ginsberg, 1995). Culturally responsive teaching is multidimensional including curriculum and instructional practices as aforementioned however; failure to address teacher-student interaction, classroom climate, performance assessment, and overall school culture will lead to a fractured approach (Howard, 2012). Wiodkowski and Ginsberg outline a framework for culturally responsive teaching focusing on motivational conditions related to respect, choice, rigor, and competence. This framework included establishment of an inclusive setting so all members of the community feel included and respected, development of positive attitude towards the learning experience through personal significance and choice, creation of challenging work that creates values for learning new material and having been exposed to the growth experience (Woidkowski &

Being a culturally responsive teacher is more than implementing multicultural activities and programs within the classroom. It involves confronting issues of power and privilege that arise in the face of diversity, and recognizing the influence this has on a child’s ability to learn. This is particularly difficult in the field of education. Teachers are required to respect the values that are associated with every child’s culture, and the many differences amongst them including, physical and mental ability, gender, ethnicity, race, socioeconomic status, language, religion, sexual orientation, geography, and age. As a result, today’s teachers have to be able to separate their professional and private lives and ignore any bias in the latter.

Students in the United States experience varying degrees of Multicultural Education. To my benefit, I feel as though I was brought up in a learning environment that was culturally accepting and engaging. I was enrolled in the Franklin Pierce School District for my entire public education and at Pierce College during my last 2 years of high school,. Since the beginning of my academic career I’ve been exposed to learning environments filled with a rich amount of diversity among students. In my experience as a Franklin Pierce School District student, I’ve came across fellow peers of different races, cultures, and socioeconomic standing. Pierce College is home to an even greater amount of diversity with the student body consisting of a wide range

Thus, if education is to become universally sound amongst a multicultural world, an educator must first be willing to explore the different reflections a multicultural world presents. Therefore, converting their educational existence to echo that of one which embraces a multicultural existence. Conjointly, the resistance of race, sex, and class within education is immersed in terror. It’s within those fears where teachers perceive a classroom filled with wild creatures who express uncontainable emotions. As hooks would reveal, “The unwillingness to approach teaching from a standpoint that includes awareness of race, sex, and class is often rooted in the fear that classrooms will be uncontrollable, that emotions and passions will not be contained” (39). Hence, an educator’s fear of what a multicultural landscape might express when introduced into an educational environment is based off the assumption of rebellion .One where individuals are seen as unmanageable, they are seen as a threat.

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

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

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.