Wlodkowski Summary

The article brings an analysis of the practice of ordination by the Bishop of the Diocese of Kujawy, Jan Karnkowski in the spring of 1533. The list of dozens of priests ordained by the hierarch has been entered into the bishop Korytkowski's book, which is kept in the archive of the Diocese in Wloclawek. In this list we find acolytes, subdeacons, deacons and priests of the Diocese of Włocławek, as well as a large group of seminarians ordained by Bishop Karnkowski who came to Wloclawek from other dioceses, primarily from the Diocese of Plock, to be ordained. The analysis of content of the source is accompanied by its edition based on the manuscript of the bishop's acts.

The author went on to state that once we act on our personal and professional connection to different cultures in our lives then members of the racial continuum of color populations of Brown, Asian, Native American and multiracial will be able to gain presence, position and power in our schools. To sum it- we

Schlesinger fixated on multiculturalism but separated his thoughts into specific concepts in each chapter. The complicated situation of having a public curriculum based on our nation's history, while maintaining and respecting other's beliefs is one concept Schlesinger focuses on. He explains how it appears challenging for teachers to teach their students without unintentionally

Classrooms will be filled with a variety of students coming from many different cultures and backgrounds. Teachers need to acknowledge each student will be different in this aspect and will have had different experiences in their lives. As the class moves forward, the goal is to provide students with the same experiences, just with through different lenses. To do this, the classroom must have a strong sense of community and a

It begins when a teacher recognizes the cultural capital and tools students of color bring to the classroom. She is then able to respond to students' use of these cultural learning tools positively by noticing, naming, and affirming when students use them in the service of learning.” The idea is for teachers to form a partnership of learning with the student, to facilitate the growth of the student’s neuroplasticity. Properly intellectually stimulated, a student will grow millions of new brain cells; brain cells with trillions of synaptic connections that will enable the student to think in more intellectually sophisticated

Zunker informs us that Sue, Ivey and Pederson recognized that a theory for multicultural counseling was necessary; the premise of this theory is that learning occurs within a cultural context, that cultural identity changes and that culture is both inclusive and broad (Sue, Ivey & Pederson 1996; Zunker, 2006).The sociopolitical

I had viewed the interview with Prof.James Banks about the issue of multicultural education. The main points of this interview are globalization of the world, multicultural future in most countries and technological changes. The implications of these main issues on the educational system is that the educational system should be revised to fit to the needs of the new challenging world we about to face. The changes that were proposed by Prof.James Banks is to teach the new generation to

Having the opportunity to have worked with diverse students has opened my eyes to the importance of learning about different cultures, their beliefs and practices. Being aware and learning about the different cultures my students came from helped me from misinterpreting certain behavior displayed by the students. In order to do this the first thing a teacher should learn is that everyone has different ways of culturally adapting to a new country, while some are able to fully assimilate, others undergo the process of selective acculturation or embrace enculturation (Coleman, 2013).

This is where culturally contrasting individuals clash together in a social space, such as a college lecture hall. The university where Pratt worked at offered a course called “Cultures, Ideas, Values” which taught about the Americas and other countries histories, rallying up an assorted student body (Pratt 39). A diverse class with a culturally inclusive curriculum led to the creation of a “safe house”, which are “social and intellectual spaces” for all cultures to have “shared understandings” (Pratt 40). If every school vitalized “contact zones”, then Rodriguez and other students could succeed academically while having integrity for where they came from making school a “safe house”. Cultural diversity promotes free-thinking since students do not lose their ethnic virtues and avoid shifting into robotic containers to fill since their environments are more inclusive towards other ideas. Open-ended discussions and dialect open a multitude of doors since education is no longer restricted towards one mindset. With this in effect, various dispositions can be embraced, thus encouraging students to foster their own sense of reality and what they constitute as the real

With the shifting cultural texture and demographics of the United States (Banks, 2006b; Irvine, 2003), redefining multicultural education has become imperative. There are many views on the benefits and/or shortcomings of the multiculturalization of education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system when we cannot even define ‘multicultural.’ “The awareness of one’s own assumptions, prejudices and stereotypes is a first step to be able to positively interact and learn from others. In this process

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

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.

The three things that have made the biggest impact on and have influenced my life that shaped me into the person I am today are family background, experiences from my school year, and religious beliefs. Our culture provides a lens through which we view the world and interpret our everyday experiences. In order to know who I am today, I must look at who you’ve been. Many educators around the country are interested in developing a multicultural approach in their teaching. They find themselves in classrooms with 25 children of varying racial and cultural backgrounds, and are looking for ways to connect what they do in the classroom to the cultures represented by their students. Before we can begin to understand others, however, we need to understand ourselves and what we bring to our interactions with others.

The knowledge I have gained from my experience in learning about the history of multicultural education has given me an insight to many different cultures. In

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).