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Multicultural Awareness Curriculum

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Multicultural Awareness Curriculum Issues
Feelings about the Letter Ethnic and cultural differences in the educational field have brought controversy, from its denial until its rating as an educational resource (Chin, 2013). When talking about cultural differences in education is defined as a conceptual and value system that includes the beliefs and expectations, patterns, routines, behaviors and habits created and maintained by a group and that are used and modified by that group. Grouped and regulate relations between people, things and nature (Banks, 2006). It is necessary to survive as a group and facilitate communication knowledge in order to better collaborate as community and create a healthier environment surround our children. Multicultural …show more content…

population, the need for multicultural education is even more relevant. Today, the United States is experiencing its greatest immigration levels since the early twentieth century (Suárez-Orozco et al., 2005). Multicultural education serves to address such diversity. Its primary goals are to promote justice, equity, and respect for all by teaching students the attitudes, knowledge, and skills necessary to participate in multiple cultures within their community, the nation, and the globe (Banks, 2006). National mandates for inclusion of multicultural components in art education curricula are now in place in the United States (Banks, 2006). The teacher must ensure that people of all cultures are fairly represented, people from different cultural groups and people with disabilities, to ensure that the historical information is accurate and not discriminatory, that the materials do not include papers or stereotyped language, and to embrace and promote diversity with the school community. (ISLLC 2008: 5C; ELCC …show more content…

A social re-constructionist approach to multicultural education (Banks, 2006). Racism is learned and is related to the fact that power is distributed in our societies unevenly. Antiracist education represents a change in that, going from a concern for cultural differences to a focus on how these differences are used to hold and increase this inequality. According to Banks (2006), among its central ideas is that the racism is the main cause of educational problems (non-white) ethnic minority groups, and that schools can and should play a crucial role in the elimination of personal and institutional racism as it is dynamic and changing where learning is the primary objective (Ford, 2014). In this letter is perceived the prejudice that this parent has among other cultures, but more against the Mexican community. It will be really beneficial to speak to this parent and see if in reality is the plan festivity or the poor acceptance of this

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Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers

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Banks’ “Multicultural Education and Curriculum Transformation”, does not state a certain history that is studied. Banks talks about different cultures and focus on how to get a diverse student to be engage. Banks seems to encourage students to learn about their culture along with the next student’s culture. Banks provides points that can help with the education reform. Banks also points out some flaws in theories, methods and practices.

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It is never good to be judge a book by its cover. This is also applies to people. We cannot judge someone or know everything about a person just by looking at them. We do not know what they have been through, their struggles and life experiences. The novel, Speak written by Laurie H. Anderson, is about a girl name Melinda Sordino, who is a rape victim and a freshman in highschool.

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Critical race theory is an organized framework for the exact purpose of critical argument and racism theory that is based on the idea that race is not a characteristic of physically distinct groups, but instead a culturally defined category that is used to oppress minority groups. In “The Trials of Critical Race Theory”, this documentary shares the different points of view based on the citizens' personal beliefs and experiences about teaching race at school. Critical race theory critics are expressing their concerns regarding the systematic racism that is occurring in schools due to its implementation. The documentary is showing the different perspectives on how critical race theory should be taught in schools, whether race and

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1838 Words | 8 Pages

Critical race theory has been a controversial topic, especially in the field of education. Throughout the essay, I will outline the importance and benefits of incorporating CRT into any curriculum a well as how teaching CRT will help address systematic inequalities and help promote social equality. Racism is a persistent and embedded feature of society, and the use of Critical Race theory can help promote diversity and inclusion by amplifying the voices of marginalized communities and foster the importance of representation in an educational environment. Over the years, CRT, has provided a lens which people can examine how racism operates in different facets. Critical Race Theory started in the 1970’s although having been discussed by scholars

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The question is, how can teachers promote multicultural competency in this multicultural society? Students need help to develop, multicultural competencies and multiple perspectives. Multicultural literature bridges the racial and class-based isolation that prevents the sharing of diverse experiences across racial, ethnic, class and cultural lines, (Hughes_hassell, S. 2013). The paradigms of race have been conflated with notions of ethnicity, class, and nation, because theories of race-of its meaning, its transformations, in the significance of racial events-have never been a top priority in social science, (Ladson-Billings, G.; Tate, W. F. 1995).

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According to a Pew Research Center survey “among Hispanics ages 25 to 29, just 15% of Hispanics had a bachelor’s degree in 2013” (Krogstad). It is great to analyze the lack of Hispanics higher education in the United States and in the State of Kansas something that one cares about by using statistics and information about the racial gap in completion of a degree that explains the lower rates in Hispanics. Hispanics lower incomes contribute to the Hispanics lowest rates of a college degree completion in the State of Kansas. Lower Incomes The Central American immigrants’ low income contribute to the low rate of Hispanics college degree graduates in the State of Kansas.

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Culture is defined as a system of shared beliefs, values, customs, behaviors, and artifacts that members of society use to cope in their world and in world as a whole. According to Lynne Shallcross (2013) “counselors should view multicultural competence in a similar fashion to a professional certification” (par 3). Multicultural competence refers to approaching the counseling process from the context of the personal culture of the clients which include such features such counselor self-awareness, knowledge about culture, and skills (Ahmaed, Wilson, Henriksen Jr, & Jones, 2011). There are opportunities for practitioners to reach out and build connections within communities so as to offer services that are available to diverse ethnic and racial

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2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

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The criteria must be expressed in ways that reduce the potential of bias for or against any particular culture. It is important to recognize that parents and students of different cultures have different educational goals, values, and ways of

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I am interested in diversity for my storybook. The theme “diversity” is important for children to live in diversity world. Diversity is better to learn as soon as possible from children because the rejection about differences is hard to change after the segregation is formed in mind. Most children are built the images about the different ethnicities by what they read, see and hear. Since people’s perspective is formed when they are little, how parents educate children is important.

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Each individual has their own different social identity. One’s social identity is constructed based on the different influences around them. The development of social identity is influenced by various factors such as the historical, cultural and religious beliefs of the society, community or family where one is brought up. It is influenced by the behaviours and attitudes of authority figures such as parents, teachers and community leaders around them, it is also influenced by external factors such as the media, one’s peers and the overall exposure one has (Carrim, 2006, p56).

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IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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Ameny-Dixon (2004) discussed the need for Multicultural Education in institutions of higher learning, from the perspective of the increasing interconnections among nations in the world. She derived her conceptual framework for multicultural education from four major interactive principles: multicultural competence, equity pedagogy, curriculum reform, and teaching for social justice. These principles coincided with and reflected the thinking in Banks’ theory, as well as Campinha-Bacote’s model. Advancing the principle of multicultural competence as a process for developing expertise in multiple ways of perceiving, evaluating, believing, and problem-solving Ameny Dixon described ME, as developing, understanding, and learning to negotiate cultural diversity among nations as well as within a single nation. Ameny-Dixon felt that higher education institutions, being models for the nations and communities in which they were located should serve as the place where global perspectives were embraced.

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For years, Anne Arundel County Public Schools (AACPS) struggled to reform Bates Middle School’s, a highly diverse and largely minority populated school, performance as indicated by state standardized testing scores, which were 14-27% behind the county average. “Bates was marked for Corrective Action (the third and highest tier of school improvement) by AACPS” (Snyder, Klos & Grey-Hawkins, 2014, p. 3). To improve student engagement and achievement the school decided to apply a different curricular approach that focused on “the integration of art into the academic content curricula [to provide] a logical approach to address the variety of students’ intelligences that are reflected in their different learning

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