The Importance Of Multiculturalism In Education

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

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

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

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.

For past field experiences, I chose to volunteer at Oasis Católico. However, although I have had a very formative experience with that program and chose to continue volunteering for them this semester, I decided to add an additional volunteer placement to my schedule. Due to the fact that, on a lucky day at Oasis, tutors may have to work with only two students rather than four, I wanted to have a volunteer experience where I could focus all of my attention on one student for the whole entire semester. I specifically wanted to remain with the same student for the entirety of the program so that I could develop a personal relation with him or her. With those desired conditions in mind, I chose to volunteer with the Center for Latino Achievement and Success in Education (CLASE). Within this placement, I expected to observe various critical issues in education in play. I predicted that I would learn about the importance of a multicultural education and how a student’s race and ethnicity influences the manner in which they are perceived by other teachers and students who may not share the same race and/or ethnicity; I hoped to witness firsthand how the immigration status of a student may affect his or her motivation in school; Finally, I anticipated witnessing culturally relevant teaching through the assignments that the students received and how the tutors interacted with their tutees.

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.

There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then

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'

Why does otherism occur? An author such as Shibao Guo (2015) would argue that multiculturalism is inherently divisive, and that when clashing ideals are placed together people are unable to work together. In fact, many scholars believe that these partitions are inevitable. They state that clearly diversity and multiculturalism do cause a case for the us and the us's to arise, and conflict between these two parties is unavoidable. As Harell and Stolle (2010) summarize, when ethnically diverse groups are pitted together, competition for social status and economic stability takes place. In the conflict theory, outgroup distrust and suspicion is furthered by ingroup favouritism and solidarity. The majority does not wish to become like the other, nor does it want the other to place itself in a position where it is able to minimize the majority. As we have discussed, this is exactly what has taken place within Europe. Individuals are under the impression that it is either them, or the “other”, and that both cannot coexist, as cultures and ways of life will inevitably dissolve if they do. After asserting their own identity, the majority loses trust in the minority and is therefore placed in conflict with it. This leads to major issues in social cohesion, giving rise to parallel communities, which are indicative of a lack of outgroup trust, known as ghettos. The ghetto, essentially a slum populated by ethnic minorities, is one example of the myriad of injustices that minorities

Language is a very important feature of business as companies need to coordinate activities internally, communicate with each other and connect with customers and suppliers.