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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
Chapter 11 of Transforming Multicultural Education Policy and Practice, written by Pedro Noguera and Esa Syeed, details the myriad of policies, ideologies, academic approaches, and individual actions that have built racialized structures within American culture and continues to ensure inequality in urban schools through race. They go on to call the reader to action; we, as educators, must actively strive for and demand anti-racist policy, (help to) create programs that recognize with race and trauma, sustain culture and community in our curricula, and be reflective of our practices and policies that lend us to serving the interest of dominant society (p. 307). Similarly, in Chapter 2 of Bettina Love’s text, Love outlines historical and contemporary
As a future educator, she wants to be able to learn everything she can to be equipped with how to help her future students. This will help her, as well as her students to succeed in the classroom. As a Liberal Studies major with an emphasis in History the author has learned how to teach both in a curriculum that integrates both subjects and how creating a lesson plan can help students understand what multiculturalism is. One thing that she feels was not taught during her time at CSUMB, is how to take on difficult situations in the classroom with different
One of the most heated issues concerning American education today is the impact of No Child Left Behind (NCLB) to K to 12 students. A common challenge is often intertwined in the concept of racial inequality, just in time when the modern time may be calling for multicultural education. In the article by Gloria Ladson-Billings entitled “New Directions in in Multicultural Education”, she discusses first the different definitions of multiculturalism as well as the tensions these descriptions create, and then proceeds to using critical race theory to explain how it can be incorporated fairly and positively in education. Wittily compares multiculturalism education to jazz, Ladson-Billings (2004) firstly argues that the former is just as beautifully
Multiculturalism in Education School segregation is a major issue in the school system today. A school system divided by race is a major problem in education today. If asked, many people will say segregation in school is not relegated to the 1960’s. It is in fact still occurring and getting increasingly worst.
For the first time in the history of our country the number of children of color, specifically African-American, Latino and Asian are quietly passing the number of white children. This change impacts not only our nation’s public schools, but will impact the culture of our entire nation and poses a conundrum for society. In order to maintain our status as a Super Power in the world we must improve the academic outcome for the new and diverse majority of American students. Their success is linked to the well being of our entire country. There are other challenges faced by educators today, such as more students living in poverty, more ELL students, changes in curriculum and environmental changes.
Many thanks for the people visiting us here at the London School of Economics and Political Science. We appreciate your stay and would like your engagement in my speech. We live in an exciting new time where we people interact more and more with each other. Our world looks drastically different than it did two hundred years ago, were Britain first started to set the multi-cultural gears in motion with our ancestor’s colonization and international trading with the world. I am proud to be here two hundred years later, studying international economics at a school thriving with many new people from all around the world.
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes
Currently there are only 1,520 Hispanics out of 24,146 students attending K-State. To become a national model in multiculturalism K-State promote the recruiting and retention of Hispanics and other minority/multicultural groups (both currently accounting for only 15% of the student population) as they are under-represented in the institution. In addition, the State of Kansas reported a high school graduation rate for Black (75%), Hispanics (77%) and Whites (88%) for the years 2011-12. K-State is adapting the curriculum and adding new courses, encouraging multicultural content on existing courses, offering of scholarships to attract all the Kansas high school graduates not only White graduates. The implementation of the use of culturally competent teaching techniques promoting diversity and multiculturalism teaching practices is discussed in the Final Office of Diversity K-State 2025 Strategic Action and Alignment Plan document dated February
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
I would like to inform you that I applied for the matriculation in M.A. Urban education-ESL specialization and teacher certification,and Bilingual/Bicultural specialization and teacher certification. When I have logged on to the Gothic Net, it doesn 't show up that I am matriculated in both the programs, but it shows only one program "M.A. Urban education-ESL specialization ." However, I applied for both the
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.
Multiculturalism enables different ethnic groups, belief and value systems to co-exist. Individuals are more able to carry out their own practices in a diverse society that is familiar with different cultures, thus drawing immigrants. It makes for higher tolerance and greater respect for the customs and cultural aspects of others. In consequence, such individuals profoundly help shape and influence the perception and cultural landscape of their adopted nation and its people. This is demonstrated in popular culture, throughout the literary world, in television, films and music.
Multicultural Education: Theory and Application For the purpose of this study, Multicultural Education as conceptualized by Banks (1984) and complimented by Campinha-Bacote’s Process of Cultural Competence in the Delivery of Healthcare, partially forms the theoretical framework. Banks identified the following five concepts as dimensions of multicultural education: Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and an Empowering School Culture and Social Structure. According to Banks (1993), the many passionate debates on multicultural education generally obscured the theory, research, and growing consensus among multicultural education specialists about its nature, aims, and scope and a significant gap
The definition of multiculturalism is when you have cultural diversity within a society. Many people assume that having a multicultural society is a great thing, and in most ways it is. However, with a multicultural society, some problems will occur. In this essay I will debate whether or not a multicultural society is a good thing, and will be pointing out advantages and disadvantages.
