Implementing Multicultural Education Essay

Challenge of defining a single muliticultural education essay.

     As stated in the first paragraph of this article, “Multicultural education has been transformed, refocused, reconceptualized, and in a constant state of evolution both in theory and in practice.” Multicultural education is always changing. Culture is something that changes on a day-to-day basis. The way our society changes is no one’s hands, but our own.

Multicultural Education Is An Essential Component Of School Reform

Just exactly what is multicultural education and how do we as educators incorporate it into not only our classes, but into our curriculum and even more, our everyday lessons? The education system is made up of a wildly diverse group of people. Students are sitting in classrooms from all types of backgrounds, plus coming to school with a wide variety of needs. Where at one point in time it was taboo to discuss one’s differences, we were to focus on how we are all alike. We as a group have come to acknowledge that it is okay to be different. We don’t have to be like everybody else.

Thinking About Diversity and Inclusion Paper

Cultural diversity, or multiculturalism, is based on the idea that cultural identities should not be discarded or ignored, but rather maintained and valued. The foundation of this belief is that every culture and race has made a substantial contribution to American history. However, many people remain opposed to the idea of multiculturalism, or cultural diversity awareness, while others often support it and yet have no clear idea of how it should be taught. The diversity of the United States is truly astounding, as many different ethnic and racial groups have contributed to the social,

Multicultural Education Case Study

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.

Understanding Cultural Diversity in the United States

Education can play the strongest role in combating cultural diversity. The United States is a melting pot of cultures from around the world. “The concept of a “melting-pot”

Christian Worldview and Multiculturalism

Multiculturalists brand our culture as white, Western, male, Christian, middle-class and heterosexual. They declare that our schools have forced on students a curriculum that promotes only that perspective. The books they read, the ideas they consider, the moral and ethical standards they are taught, explicitly or implicitly, tend to be those of dead white European males. The problem, they argue, is that this leaves out the contributions of many people. People of color, women, homosexuals, and various religious traditions are ignored and thus silenced. As a result, they contend, what passes for knowledge on campus is biased. Their goal is to correct this bias.

Multicultural Education in a Pluralistic Society

Multicultural Education in a Pluralistic Society, Seventh Edition, by Donna M. Gollnick and Philip C. Chinn. Published by Prentice-Hall/Merrill. Copyright © 2006 by Pearson Education, Inc.

Diversity in Early Education

One hundred years ago, people did not leave their hometown, much less move their families into multicultural neighborhoods filled with diverse children from all over the planet. However, that is changing. With a more globalized world, minorities are finally represented throughout the country, and diversity is becoming more important than ever. In schools, some has been done to address this drastic reduction in prejudice and increase in opportunities. While completely integrating diversity into classrooms is a challenge due to differences in cultural behavior, and misconceived notions of diversity education, there are many studies which are benefiting multiculturalism and strategies created by these programs to create a truly

Essay on Teaching Culturally Diverse Classrooms

America now is a very culturally diverse nation; most of the minority and immigrant population lives in cities, which indicates that the public school classrooms in urban areas are full of versatile cultural identities. According to the 2000 Census record, minority and immigrant populations has grown in increasing numbers, and most of those people live in urban areas and attend public high schools; also, the level of residential segregation still remains as high as in 1990, which proposes new problems for immigrants and minorities. Monocultural schools are very rare and the global society is very multicultural; it is very logical to prepare students in schools to enter this diverse society (Le Roux 48). Teachers are largely responsible

The History of Multicultural Education Essay

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

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'

Multicultural Education Reform

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

Educating Through A Multicultural Perspective Essay

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

Essay on Diversity and Multicultural Education in the Classroom

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

Multiculturalism in the United States Essay examples

The side in opposition to multiculturalism firmly believes that it weakens America by keeping immigrants from adequately assimilating to the core values of America’s Anglo Protestant identity. This side believes that multiculturalism weakens the “social bond” of the United States by denying that immigrants need to assimilate to the language and values of the country’s dominant culture. The rise of non-English speaking communities is seen as a detrimental factor in the goal of achieving unity in American culture. Opponents state that immigrants coming to the United States must always lose their previous culture from their country of origin, to be able to completely assimilate to and fully embrace

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Argumentative Essay On Multicultural Education

argumentative essay about multicultural education

Show More America’s Education system has transformed into a world in which cultural pluralism has taken over the classroom. Multicultural education is a broad term that encompasses: race, culture, gender, and social class. This perspective poses many challenges for current educators and draws upon previous ideologies. According to the Michigan Sociological Review, “The multicultural perspective represents an ideology involving justice, social fairness, and equality for all” (p. 52). While this generates a great debate within the education system, educators must take an active role in developing a positive attitude towards multicultural education. It is vital for students and teachers to create a strong interpersonal relationship that is reciprocated …show more content… It is important that educators tell their student’s everyday that they are capable of achieving high levels of achievement. This constant reminder can improve the self-worth of the student. In addition, the teacher needs to continue to reinforce high-quality work and if the work does not meet the expectations then it needs to be redone. While at the time this may be a nuisance to the student, it will benefit them later down the road. It will instill hard work and remind the student that they should never settle for mediocrity. Also, within a multicultural classroom educators must create an environment that strongly advocates for self-acceptance. Acceptance is a driving force and emphasizes the fact that although we may fail at something, it is still a great opportunity to learn. (McCown &Snowman, 2015, p. 167) Additionally, it is imperative to reduce classroom distractions and augment the amount of time students spend on a specific task. The suggestions for teaching page, “Emphasize the importance of breaking down tasks into smaller, easy to manage pieces that are designed in a logical sequence”(p. 168) Teachers must be flexible in their teaching techniques and accommodate for students that need more assistance or students that are able to move on a higher-ordered task independently. However, creating a solid foundation centered on the basics allows …show more content… In brief, scaffolding occurs when, “Teachers provide a reasonable amount of support through explanations, demonstrations, and prompts. As the student improves and correctly demonstrates their ability to carry more of a task independently, then the support with decrease and eventually be withdrawn over time”(McCown & Snowman, 2015, p. 169). Scaffolding is useful in learning new tasks and benefits both at-risk and high achieving

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argumentative essay about multicultural education

Persuasive Essay On Multicultural Education

It is my pleasure to share with you my thoughts on multicultural education. As an educator, multicultural education is a way of teaching that integrates a student’s cultural background into the curriculum. However, as Dr. Ullucci says, “Multicultural education isn’t just about including people of color in your curriculum or having students of color in your class.” In the book Rethinking Multicultural Education , Wayne Au states that “If all of the toys and games reflect the dominant culture and race and language, then that’s what I call a monocultural classroom even if you have kids of different backgrounds in the class” (Au, ch 1 pg11). Therefore, multicultural education should incorporate culturally different pictures, toys, games, posters, and celebrations that make up a diverse learning environment. Having a diverse classroom that is either racially diverse or is decorated without a bias will aid in “the movement toward equity, …show more content…

In this essay, the author

In addition, as mentioned in Cultural Identity and Teaching, “Recognizing that everyone has unique traditions, values, and beliefs that are important to them helps us to see how we are connected” (White, Zion, Kozleski, Fulton cultural identity and teaching article). Differences should not keep students separate, but rather be used to engage with one another. Creating a space where you can explore different cultures, histories and ethnic backgrounds, families will only make a stronger knit community. Not only does omitting it give us a lack of information, but the students as well. The racist outlook continues when the conversations about race are kept quiet. In Rethinking Multicultural Education, Wayne Au writes, “Those who promoted HB 2281 don’t want students thinking in terms of race, class, ethnicity, or solidarity. This is intellectually dishonest (Au, ch 15 pg

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This paper presents an argument in favor of multicultural education and includes some of the agruments against this phenomenon.

Multicultural Education: Piecing Together the Puzzle When a child opens his (or her) first puzzle and the pieces fall to the ground, it may seem very confusing. What are they to do with this pile of shapes in front of them? It often takes a parent to explain to them that all the different pieces fit together into one whole picture.

Although every piece is different and unique, when they are all put into their place they form one whole picture. In the same way, teachers can teach multiculturalism in the classroom. Although every member of our society is unique, with different cultural backgrounds, we all fit together to form one unit. As stated by Noel (1995), “Understanding our own identity and the culture of our community requires knowledge and recognition of our cultures and communities and how they have shaped us” (p.


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267). By adding a multicultural component to their curriculums, teachers can help students see how each individual fits into the big picture. There are, however, arguments against multicultural education (Banks, 1995). For example, some critics believe that multicultural education is directed toward only minority groups, thus discriminating against middle class, white, heterosexual males. Others believe that multiculturalism is against Western and democratic ideals. A final argument is the claim that multiculturalism will divide our presumably united nation. Although critics of multicultural education may feel they have valid arguments against the issue, I feel that the goals of multicultural education make it an important part of the curriculum that every student should experience.

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I agree with Wurzel (1988) and Noel (1995) when they stress awareness as a key component to multiculturalism. Students must become aware of their own culture and how they are similar and different from others. Awareness also involves an understanding of issues involving differences in culture and a knowledge of which of these issues are present in their community. After becoming aware of these issues, students often react emotionally. With an awareness of the richness and variety of cultures in their community and a personal emotional reaction, students can take social action, another goal of multicultural education (Noel, 1995). Noel says that students would take “action aimed at positive multicultural change”(p. 272). I feel that these goals are proof that the arguments against multicultural education are invalid (Banks, 1995). Multiculturalism promotes positive change for persons of all cultures. It involves not only teaching majority groups about minorities, but also teaching minority groups about the majority groups. It has its base in democratic ideals such as equality, freedom, and justice. Multiculturalism will unite our divided nation into one unit which will have no mainstream culture, but many diverse subcultures which will cooperate for the good of everyone, not just the majority or the minority. I feel very strongly that multiculturalism should be included in all curricula. My school experience (until college) didn’t include multicultural perspectives and I feel as if I missed out on some important things. I often feel a little clueless when confronted with situations involving people different from me. Without some knowledge of our surroundings, how can we be expected to survive in society? This question reveals one of the purposes of education, survival. Learning about the other people who share our community is an essential part of this survival in modern society. Multiculturalism becomes increasingly important as our society becomes more diverse. In the past (Lynch, 1989), efforts to provide multicultural content to students have, as critics feared, created more diversity and tension among groups. However, more recent methods are aimed at creating relations based on commonalities. Lynch (1989) suggests providing “a basis of common knowledge, skills, and insights about the things that all human societies should hold in common” (p. 43). Stressing similarities will unify groups with differences. Davidman (1994) defines the goals of multicultural education as: “(1) educational equity; (2) empowerment of students and their parents; (3) cultural pluralism in society; (4) …understanding and harmony in the classroom, school, and community; (5) an expanded knowledge of various cultural and ethnic groups; and (6) the development of students, parents, and practitioners…guided by an informed and inquisitive multicultural perspective” (p.2). Just as the goals stated by other crusaders for multiculturalism, Davidson’s goals follow a specific order and stress knowledge, understanding, and equality. I believe that it is very necessary and completely conceivable for our education systems to move toward a multicultural curriculum. By following the goals I have mentioned, we can finally understand how the many pieces of our society fit together into one big picture. References Banks, J. A.(1995). Multicultural Education: Development, Dimensions, and Challenges. In Noll, J. W. (Ed.), Taking Sides: Clashing Views on Controversial Educational Issues (pp. 84-93). Guilford, CT: The Dushkin Publishing Group, Inc. Chavez, L.(1995). Demystifying Multiculturalism. In Noll, J. W. (Ed.), Taking Sides: Clashing Views on Controversial Educational Issues (pp. 94-98). Guilford, CT: The Dushkin Publishing Group, Inc. Davidman, L. (with Davidman, P.T.) (1994). Teaching With a Multicultural Perspective: A Practical Guide. White Plains, NY: Longman Publishing Group. Lynch, J. (1989). Multicultural Education in a Global Society. Bristol, PA: The Falmer Press. Noel, J.R. (1995). Multicultural Teacher Education: From Awareness Through Emotions to Action. Journal of Teacher Education, 46, 267-272. Noll, J.W. (1995). Should Multiculturalism Permeate the Curriculum? Taking Sides: Clashing Views on Controversial Educational Issues (pp. 82-83). Guilford, CT: The Dushkin Publishing Group, Inc. Senese, G.B., Tozer, S.E., & Violas, P.C. (1995). School and Society: Historical and Contemporary Perspectives. New York: McGraw-Hill. Wurzel, J.S. (1988). Toward Multiculturalism: A Reader in Multicultural Education. Yarmouth, ME: Intercultural Press.

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Multicultural Education

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Multicultural Education

Educating children about diverse cultures has a multitude of benefits. Not only is it beneficial, but it is essential in today’s society which is predominantly pluralistic. Young students must learn that people of different ethnic backgrounds may often think, act and speak in different ways to what we are used to in our families. Multicultural education also has many future benefits for a child who is entering a world where business is conducted on an international level.

A multicultural world

Children cannot avoid the fact that they will grow up in a world where various cultures grace their paths. These people will have different ways of speaking, thinking, living and working. Preparing our children for such a world is beneficial to us all and prevents racism and cultural discrimination later on in life. A wider acceptance of various cultures is exactly what the next generation needs to prevent them from making the same mistakes made in history.

Understanding each other

A lot of past racism and discrimination took place because people were afraid of change. Instead of learning about new cultures, they feared them and separated themselves from people who were different. This can be avoided by teaching children from a young age that the world contains a variety of people. These people—just because they are different—should not be regarded as dangerous, weird, or inferior to themselves. Multicultural education teaches children respect for the human race as a collective unit and tells them unequivocally that all people should be regarded as human beings.

Future business relationships

Our world has recently become a global village. Where a business is located hardly affects who its clients are. Communication is now possible with people from other countries, but it is just as important to teach children how to communicate effectively. This kind of education will give them an advantage later on in life—especially now that Asian countries play such a dominant role in our business world. Initiatives like this are already taking place in Australia where children are learning to speak Chinese in preparation for business relationships in their adult lives.

Multicultural education should be a dominant theme in every school across the world. It promotes a sense of world-friendliness that would not be possible if we teach our kids to be as narrow-minded as some of us have been. Perhaps if other countries see westerners learning about their culture, they will implement the same kind of education in their own schools.

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argumentative essay about multicultural education

Essay On Multicultural Education

Cultural diversity classroom.

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To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds. Teaching this respect have to be foremost duty of all teachers training curriculum. She relates the incident of who speaks Spanish, a Mexican American girl brought up in the Southwest whose life was initially a bit problematical. Her multicultural school they faced a lack of tolerance for nonmainstream societies that led to incidents of disrespect. (the Effects of Racism in School). However, it was only when a new teacher saw her potential over and above her color and encouraged her academic progress which eventually made her a renowned public

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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

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“Heightening the Standard of Quality Education,” authored by Dawn Bryant Ferguson explains the benefits of multicultural education and how to incorporate it into the school systems. Dawson states that greater self-esteem, increased motivation, and interest in the learning material, can be achieved through the learning of other cultures (especially among minority children). Furthermore, Dawson adds that “multicultural

Three Main Models Of Multiculturalism

The practice of giving equal attention to various altered backgrounds, for instance an undergraduate classroom with students from several different countries and who speak different languages. A process of communicating where more than one cultures, communicating to each other and sharing ideas , thoughts and opinion and creating an interesting environment. However discussing basic characteristics of culture will have student refine their understanding of culture today. (Scupin, 2012)

Socio Cultural Issues In Education

While issues associated with socio-economic diversity are extremely important in the classroom, this is only one of several elements of diversity which must be considered in order to minimize inequity in students ' experience of education. Another important issue is that of cultural diversity.

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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. (pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students.

Speech About Multicultural Education

Have you heard before about multicultural education?. In the last years multicultural education has been increasing in all the countries around the world, but the question is why this issue became so relevant and how this kind of education brings impact, rather positive or negative to students?

Reflection On Diversity And Diversity

All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum. For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity:

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Multiculturalism In Education Argumentative Essay

Type of paper: Argumentative Essay

Topic: Literature , Education , Culture , Children , Students , Multiculturalism , Subculture , Multicultural

Published: 11/12/2019


Promoting multicultural literature in schools is becoming a widely spread practice in the US, and in many schools it has become compulsory. Despite critics of the system claiming that students will lose their sense of American identity, a multi-cultural approach to education in fact reinforces students’ feeling of being ‘American.’ Classrooms across the US are comprised of students from diverse cultural backgrounds, and sources used in education should reflect this diversity. All students, regardless of ethnicity, who have access to multicultural literature will face vocabulary that is both challenging and familiar. Additionally, they will encounter stories that promote difference positively, rather than seeing it as something to fear or hate. Experts concur that multicultural literature is of benefit to all students, “regardless of ethnicity, race, language, social class, religion, gender, sexual orientation, ability, and other differences” (Literature). While helping students to become sensitive and tolerant people, accurate books containing convincing plots and well-rounded characters inspire students to read and think more critically. Ensuring multicultural literature is available for all students can also promote individual self-esteem and confidence (Literature). Through the themes, characters, and conflicts of these books, students will be encouraged to connect with peers and the world around them. Additionally, they will learn to appreciate multiple perspectives as part of their lifelong learning. Critics of the multi-cultural approach in education worry that by exposing young people to multicultural, rather than western, literature the US will lose its national identity and unity. However, America as a whole is becoming ever more multicultural, and acknowledging and embracing this fact will actually make the country more unified. For children, books provide windows to the world. This is particularly true for children whose experiences are limited by similar home and school environments. Reading about characters from around the world nurtures children's understanding and respect for cultural groups, both familiar and different to their own. Books can also promote empathy to children, by expanding their knowledge about how people around the globe are both alike and dissimilar from themselves. “Research shows that there is a positive correlation between empathy development and lowered prejudicial attitudes and behaviours” (Multicultural). Some critics of the system worry that by acknowledging differences may lead to divisiveness. However, research on differences reveals the opposite: that recognizing human differences in fact creates unity (Multicultural). An argument in favour of using multicultural literature in schools is that children from ethnic minorities will be benefited. For most young people, books act as mirrors in which they seem themselves reflected. When children are embodied in literature, they begin to consider themselves as valued. On the other hand, when children fail to see correct representations of themselves, they may adopt the feeling that they are not credible of notice (Multicultural) Additionally, literature should endorse social action to fight injustice. Children need to be exposed to stories about people who have had victory in facing unfairness. Books can motivate children by demonstrating the influence of pro-social actions against injustice (Multicultural). In spite of critics’ concerns, the promotion of multicultural sources in education will improve children’s sense of identity, as well as encouraging them to think more globally and have respect and understanding for both their own cultural groups and others.

Works Cited

“Literature for Every Student: Multicultural Literature in the Classroom.” Web. 28 March. 2011. ure/multicultural.pdf “Multicultural and Anti-Bias Books for Children.” A World of Difference Institute. Web. 28 March. 2011.

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Multicultural Education, Its Benefits and Limits

This sample focuses on the drawbacks and advantages of multicultural education. Here, you’ll find characteristics, impact and benefits of multicultural education.

Definition of multicultural education

Historical development, advantages of multicultural education, disadvantages of multicultural education, personal reflection.

There are various researchers who have sought to explain and define the cultural diversity found in the classroom setting. Stakeholders continue to develop strategies that will enable the students from minority cultures such as those of color to coexist and gain maximally from the educational curriculum. Multicultural education can be defined as a platform where learners who have a variety of value systems, customs, and communication styles are taught ways in which they can effectively and efficiently share ideas, skills, and resources. Nieto (2000) defined multicultural education as an idea that states that all students, disregarding their backgrounds related to gender, race, ethnicity or any other exceptionality. According to Shapson & D’Oyley (1984), multicultural education is an education in which a child can gain respect as opposed to mere acceptance or tolerance regardless of his or her origin. It is an education where cultural diversity is an educational tool meant to enhance the development of a child.

Multicultural education enhances the idea that all learners or students should pursue their dreams equally regardless of their ethnic background, social or financial class, gender, or even racial background. Scholars have found out that there are some students who tend to benefit from the traditional school structure because of the cultural characteristics they possess. In this case, educators often indulged in inequity based on the cultural characteristics described above (Banks & Banks, 2010).

For individuals understand the best idea of multicultural education, it is important to understand its historical background. Multicultural education in the United States can be traced back to the 1960s during the Civil Rights Movement. Prior to this, schools used to be disintegrated on the basis of color. The Civil Rights Movement together with others who were interested petitioned the US Supreme Court to ban exclusion in schools on the basis of color. African Americans and other people of color started a campaign to challenge discrimination in public areas. One of the areas that were notorious in this discrimination was in institutions of learning. Later on in the late sixties, the women’s rights movement begun their own campaign challenging gender discrimination in learning institutions. The discrimination in both campaigns was aimed at challenging the discriminative tendencies in the hiring of staff. As the pressure mounted, universities and other learning institutions had no choice but to comply. This heralded a new dawn for multicultural education. According to Banks (1993), the multicultural environment involved a paradigm shift in many aspects of the school curriculum. The hiring of teachers, the attitude of the teaching staff, and assessment techniques are some of the areas that had to be reviewed to reflect the multicultural environment.

Since the 1980s, the US has continued to have increased cultural variety. As such, the original models have had to be reviewed and reconstructed to reflect this new trend. Scholars have since then been interested in developing new models and strategies that are based on the principles of social justice. In this regard, each of these scholars believes that multicultural education is a big step in enhancing social equity in the new global village. The argument by scholars is that knowledge is not a neutral process, but one that is dependent on human interest. Therefore, education is essentially intended to help the learner improve and enhance the society’s welfare.

The idea of multicultural education can thus be said to be an area where social activists continue to show interest. Multicultural education is founded on the principles of social justice. For this reason, many theorists and educators who are interested in such areas as racism, discrimination, and equity have continued to give ideas that are aimed at addressing the question of social justice. However, the scholars argue that the battle has not been won yet. Notably, there is a persistent trend for students of color to perform dismally. According to Gay (2000), this is as a result of not challenging social injustice. He added that, to ensure full multicultural education, this requires the involvement of actively challenging all forms of discrimination.

According to Rosenau (1992), curricula that mirrors the modern goals should also challenge some of the assumptions held about mainstream academic knowledge. Students should be allowed to understand ideas and concepts from diverse perspectives and points of view. Knowledge is only efficient if it is challenged and questioned. As such, educators who are critical are able to cultivate pedagogy of social action and activism that embraces diversity. The struggle for the formulation multicultural education has been long as has been indicated in the discussion. However, the modern world appears to be inclined to formalize multicultural education. An important area in multicultural education remains the process of learning. In this case, teaching in a multicultural standpoint entails compiling, interpreting, and making decisions that take into consideration the socio-cultural factors. Students can be assisted in such an environment. They can also be evaluated on different aspects of knowledge. Further, the curriculum is equally important in multicultural education. Notably, the curriculum should be valid and updated.

Scholars have now developed stronger and stable theoretical frameworks that enhance advocacy against social injustices. These theoretical frameworks are derived from other social theories that challenge the notions on the knowledge-base. The modern teaching methods are essentially transformational styles of teaching and inculcating knowledge. According to Banks (1993), the ideological orientations include economic efficiency, democracy, interdependence, partnership, and equality in educational opportunity. Therefore, it can be seen that multicultural education has a number of phases. The different stakeholder value multicultural education for different reasons. These groups include the Western traditionalists, the multiculturalists, and the afro-centrists.

The purpose of multicultural education is to instill skills and knowledge that will help students to impact positively to the American social and cultural environment. This is especially important considering that there has been an outcry by some stakeholders in the business world. They have complained regarding the lack of practical skills among students who have undergone the American curriculum. The purpose is to ensure that future workers are fully prepared for the global economy. It should be noted that students have virtually no knowledge before going to school. What the teachers instill in them is what remains as their knowledge. If the curriculum and through well trained teachers can instill diversity in these students, then multicultural education will have occurred (Delpit, 1995).

There are various challenges that face the implementation of multicultural education. However, it remains a great tool that will benefit the American students if well carried out. Essentially, multicultural education espouses the same values that an efficient curriculum has to consider-social improvement. The main beneficiaries are those students who come from cultures that have been disenfranchised and underprivileged in terms of race, language or ethnicity. There is a common agreement that schools should be reformed in a manner that they can uphold equity and justice. The area of divergence is on how such reforms would be carried. Schools that have ensured fair assessment and non-biased hiring of their staff have shown a better performance by students from minority cultures (Cowen, Kazamias & Unterhalter, 2009).

Multicultural education has brought many positive impacts. However, it has also had its shortcomings. The continued increase in cultural diversity has led to the realization by educators that there is a need to expand their understanding. They also need to comprehend the workings of multicultural education fully especially in public institutions of learning. The world is increasingly becoming smaller, and people of different cultures are living together. There are many political and social aspects that influence the success of multicultural education. According to Smith (2009), the greatest factor that influence multicultural education is the preparation made by teachers and educators. If and when teachers are able to know and comprehend the needs that students from the divergent cultures as compared to the dominant culture, effective and efficient learning takes place.

For teachers to get to a point where they understand their students, teachers should have comprehensive preparation programs that are geared towards ensuring that the teacher has a thorough comprehension of all the cultures that interact in his or her classroom. In the event there is the promotion of diversity in culture and global tolerance is observed in multicultural education, the challenges that come from conventional elitism are overcome (Schugurensky, 2002). However, other researchers and scholars argue that multicultural education is an obstacle to unity among cultures. Those who belong to this school of thought argue that multicultural education dilutes the US values and beliefs that are mainly borrowed from the western civilization. In this school of thought, the argument is that teaching the origins of the dominant culture has not necessarily forced the culture of the dominant culture to the rest.

Some go to the point of arguing that multicultural education is the acceptance of disenfranchising of white culture using a polite language. According to Gay (2000), this is done by attempting to Americanize minority cultures. Even multiculturalists admit that the implementation of multicultural education remains a tricky affair. In this case, most of the framework that guide multicultural education is theoretical. However, the practical implementation has many interest groups who may not necessarily understand the concept. Some of the main challenges are the conditions that are provided by civil societies, the lack of demarcations on areas that are subject to critique, and over reliance on theoretical frameworks and models.

Given the weaknesses outlined above, multicultural education may be manipulated to give a narrow nationalism, and promote xenophobia. This is against the idea of promoting social cohesion upon which it is founded. It poses the risk of being a platform where learners are reminded of their narrow ethnic and racial backgrounds. This will then return their thinking to the idealized past. Multicultural education may sometimes appear to be geared towards reforming mono-cultural educational institutions into democratic institutions that embrace multiculturalism. The argument then is whether this is helpful in changing the manner of thinking among the students (Nieto, 2000).

While multicultural education may help in reducing tensions among learners from diverse cultures, it does not necessarily help them in being objective in their understanding of the world. Those upholding this school of thought notes that it will be best for teachers and educators to be “color blind”. As such, they should not acknowledge the colors of their students. The counter argument is that ignoring the cultural difference is not in any way helpful. In this case, the dominant culture slowly becomes the accepted culture and minority culture become extinct. According to Nieto (2000), this limits the performance of the learner for the student best identifies him, or herself when in the company of those who resemble him. Thus, a student who identifies self is better placed to learn.

Education researchers in the United States have sought to find out why most of the black students perform poorly. This has been the case especially for those concentrating on multicultural education. Some scholars argue that African American students are largely deficient, and tests are only carried out to confirm this. The other argument is that since the curriculum is made by whites, the multicultural education in the US is skewed to favor white students (Seagraves, 2007). To implement multicultural education effectively, stakeholders should acknowledge the limit of their own points of view. Multicultural education cannot be simply about eliminating the multicultural ingredients in the learning environment, curriculum, or in the hiring of personnel. Rather, it should involve the rejection of differences that arise from cultural diversity. The form of multicultural education that involves teaching students about the cultures of their colleagues has largely been found to be redundant (Au, 2009).

My understanding is that the main reason for divergence is because educators do not fully understand the concept behind multicultural education- the broad state of being conscious and appreciation of other cultures (Jay, 2003). It would be chauvinistic to equate being American to being a member of the white race. In this regard, the United States has had a dynamic shift in terms of demographics. Hispanics and Blacks now constitute nearly half of the American population. The danger with this is that, when learners feel a sense of belonging that is too strong, they tend to imagine that they are being prejudiced or stigmatized by other groups.

Further, I think that teachers have the responsibility to ensure that each student, regardless of social class or cultural background, feels a sense of belonging within the learning environment. How the teacher achieves that should be left to the teachers. However, I am convinced that there is a need to educate and train teachers on how to appreciate and to be conscious of other cultures. If the tutors are taught on the sensitivities that minority cultures have, then they can best establish practical policies in the examination of such students, as well as ensuring their cooperation with other students who are from the dominant communities. The formulation of a practical and efficient policy should not be taken as an easy exercise. Further, very few teachers have any training in dealing with multicultural education. Schools that find themselves in an environment that has a multicultural population has to consider hiring extra staff that has this training (Nieto, 2000).

From the discussion, it is clear that there are many aspects in multicultural education. I think it is clear that efficient integration of multicultural education in schools will help in enhancing the performance of students. However, my opinion is that multicultural education appears good only in the theoretical frameworks while the implementation has largely been unsuccessful. This is a sad situation considering that the US is now a multicultural society. Therefore, my suggestion would be that there is a need to ensure that teachers and other stakeholders in the education sector are fully aware of the concept behind multicultural education.

Au, W. (2009). Rethinking multicultural education: Teaching for racial and cultural justice . Milwaukee, Wis: Rethinking Schools.

Ayers, W. (1988). Young children and the problem of the color line. Democracy and Education , 3 (1): 20—26.

Banks, J. A. (1993). The canon debate, knowledge construction and multicultural education. Educational Researcher , 22 (5): 4—14.

Banks, J. A., & Banks, C. A. M. G. (2010). Multicultural education: Issues and perspectives . Hoboken, N.J: Wiley.

Cowen, R., Kazamias, A. M., & Unterhalter, E. (2009). International handbook of comparative education . Dordecht: Springer.

Delpit, L. (1995). Other people’s children . New York: The New Press.

Gay, G. (2000). The importance of multicultural education. Educational Leadership , 61 (4): 30–35.

Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives: Official Journal of the National Association for Multicultural Education , 5 (4): 3-9.

Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.

Rosenau, P.M. (1992). Post-modernism and the social sciences: Insights, inroads, and intrusions . Princeton, NJ: Princeton University Press.

Schugurensky, D. (2002). The eight curricula of multicultural citizenship education”. Multicultural Education , 10 (1): 2-6.

Seagraves, J. (2007). I Don’t Think about Being a Black Student and Going Through School: An Exploration Into the Development of Academic Identity in African American Students . Web.

Shapson, S., & D’Oyley, V. (1984). Bilingual and multicultural education: Canadian perspectives . Clevedon, Avon: Multilingual Matters.

Smith, E. B. (2009). Approaches to multicultural education in pre-service teacher education: philosophical frameworks and models for Teaching. Multicultural Education , 16 (3): 45-50.

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Pros and Cons of Multicultural Education

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