The Intergroup And Intercultural Education

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).

More now than ever before in the educational history of our nation has multicultural education become important. Due to the ever increasing diversity in our nation, the global economy, and the mobility of our work force, diversity in the classroom is affecting our classrooms. With such a diverse student population teachers must understand that each student will bring his own background knowledge and experience into the learning environment. The task that is presented to teachers is to prepare the students to understand and interact with all the different cultures that are present or that the student may come into contact with, while at the same time teach them content which does not offend a student’s

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

For supervisors and teachers to promote a school culture that embraces and supports a diverse community, they should be culturally responsive. That is, they must believe that all students could potentially attain success in their academic endeavors. Students should also be provided with access to quality programs and services. Acknowledging their culture, language, and experiences can be helpful as well. These aforementioned factors must be utilized to facilitate the students’ learning and development. Glickman, Gordon, & Ross-Gordon (2014) made a powerful and profound statement about embracing and supporting culturally responsive schools. They said, “If we need to change schools and the way we teach to close the achievement gap, then addressing

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.

Teachers are currently experiencing a wide array of cultural backgrounds in their classrooms, and current research shows that this diverse population of students in public schools will only continue to increase. These students come from all over the world, and bring with them their diverse cultures. Yet our classrooms environment still continues to

The world is made up of many different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in the classroom. Additionally, I will express my views compared to those

The United States school districts have transitioned into a multicultural learning center supportive in the role of teaching students, families, and communities about the benefits of embracing diversity and the positive impact it stimulates in promoting equality. Schools share the responsibility to assist in preparing student development for life after school in a multicultural society. The involvement of schools to provide successful integration for students from all ethnic backgrounds will prove supportive as school’s diversities continue to increase further into the 21st century. In this paper, a discussion of my school’s affirmation for diversity will be included. The next section will include how affirming diversity impacts multicultural education. Third, I will include some of the ways in which teachers and schools can support students for whom English is not a native language. Fourth, I will include an explanation of why schools that serve economically disadvantaged and culturally marginalized students are more likely to have arts programs cuts, including what researchers say about this trend, and how it affects student achievement. Fifth, explain why the choices between assimilation and affirmation are somewhat different today than 100 years ago. Finally, include some of my ideas for affirming diversity in PK-12 settings.

Chapter eight of Multicultural Education focuses on both understanding and supporting gender equity in schools. Supporting gender equality use to mean providing both equal access and equal outcomes for all students regardless of their gender; equality meant proving students with the exact same rather than providing students with opportunities and experiences based on what they needed in order to succeed and better themselves. Equality does not only focus on gender and understanding, it also includes other diverse aspects of male and female roles such as race, ethnicity, sexuality, disability, and religion. All of these diverse aspects create uniqueness from one student to another, which reiterates why we cannot use a one-size fits all teaching approach in our classrooms.

A major change that needs to take place in order to accommodate the change in population is one in instruction. Teachers and supervisors need to be instructed in gearing education more toward children of different cultures. Because of disparities that still exist between students of color and their white counterparts, teachers will need to understand their own culture and the power functions of society as they relate to learners of all creeds. These power functions of society define learning and communication styles, participation structures and cultural responsiveness (Page, 163). Often, the reason culturally diverse students fail to engage in their own education stems from lack of motivation and the influx of negative influences. These negative influences often offer students a

Effective instructors must understand the issues that impact multicultural education in the United States. The significance of providing an eminence instruction in an unbiased approach to all of their students is essential. The tide of demographic changes in the United States has affected most classrooms in our schools. As a result, some classroom teachers realize they must quickly acquire a comprehensive understanding of ethnic, cultural, and social-class diversity present in today’s schools. Otherwise, these teachers will face difficulty in classrooms comprised of fifty-one percent minority students. (Texas Education Agency, 1993) Nonetheless, traditional teachers with no experience in multicultural

I found the readings this week to be very interesting; cultures and variances in perspectives, beliefs and ways of life between groups and individuals has always been extremely interesting to me. In fact, I have spent the better part of my adult life actively seeking out situations that give me the opportunity to learn about and experience other cultures. Through these experiences have gained a deep appreciation for the diversity among all people. I have learned some of my most important lessons from people who are completely different from me and I fully believe that there are innumerable ways to accomplish or think about any given situation. Different cultures and individuals have much to offer each other, and being open to accepting and incorporating other views is essential and immensely beneficial as we grow. As you might expect, I believe strongly in the positive effects

An idea or concept, an educational reform movement, and a process; what exactly fills these requirements? According to “Multicultural Education: Issues and Perspectives,” by James A. Banks and Cherry A. McGee Banks, multicultural education is exactly all of these. The idea that “all students—regardless of their gender, sexual orientation; social class; and ethnic, racial, or cultural characteristics—should have an opportunity to learn in school” (Banks & Banks 3). Multicultural education challenges the heteronormative, androcentric, Eurocentric, middle class, Christian view of most students and most of society for that matter. How can African American, Native American, and Latino students have equal and equitable opportunities as their Caucasian peers? How can teachers, who are predominately female, better equip male learners? What are ways to incorporate a positive view of Muslim culture in the classroom? What are ways to

The effects of ethnicity within learning is due to the diverse nation of multiculturalism which had been adopted during the 1970s and 1980s brought along different linguistics, religions, values etc. Due to these differences many students are performing below the average rate which this maintains them not getting into universities. These problems it has on learning in schools needs to allow teachers to promote culturally inclusive curriculum and pedagogy (textbook). The main problem is English being introduced to children as their second language, and many students have not got the change to develop literacy. According to the Higher Education Funding council for England approves that ethnicity is the most common reason why children performance

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.