Anti-immigration and anti-bilingual education - Essay Example

Anti-immigration and anti-bilingual education Answer: Discriminatory policies and politics at present are common in different forms. Most of the times it is already obvious as it has become part of the system whether in education alone or in government. The most common discriminatory process or system that is already planted in the environment of education is the use of English in many schools. Considering an English-speaking student in a school is now becoming a-must not just in international schools but also in some public schools. An example of this is the Philippines where progress and education is seen in how often a child can speak English and how good he is with the said language. The worst scenario that may be derived from this system is that even the advancement in politics and way of government already depends on how well people know how to speak English. Filipinos admire political candidates who speak English with the correct accent. Filipinos will vote for the candidate who has fair skin and has a degree from the United States. This is the same as how education works in the said country. A student who can speak straight English does not only have an advantage for the English subject but he also has a good future in call-centers (considered as one of the booming factor of economy). Those who have graduated with a degree in Math or Science, if they don’t have an easy grip of English are doomed for a lifetime, unless a good opportunity abroad comes. Philippines is not just the only country imposing the English-use-in-school rule but also even in Korea where some students even for the post graduate, consider going out of the country at any cost just to study English. The benefit may be obvious for learning the prominent language. What is at risk in here is not just the child’s knowing of his own culture through his native language but also, there is a bigger possibility of losing the country’s identity as a whole. For a child who wants to learn in the four-cornered classroom, the basic is to use his native language, a dialect even, to get a good grasp of the ideas that are taught in school. But with an additional rule of speaking in English because it is a directive only implies no just pressure for the student but also the school’s failure and the government’s misinterpretation of the real need of students. This also implies that the social structure has already embraced the idea of the “modern” age or the “future” as non-existent without the English language, the very obvious discrimination not just in education but in race as a whole. (2) What is multicultural education? Why do we need multicultural education? Answer: From chapter 9, multicultural education refers to the philosophy and the way of looking at the world. This is not limited to the learners or students enrolled at a particular school. It also has a touch on everything like how students relate to teachers and how well and conducive is the environment for the students. However multicultural education doesn’t have a boundary like it can only happen in school since the community or society where the student resides is also considered as part of this philosophy in action. Considering that the product of a multicultural education is a multicultural person, he or she continues to be searching for knowledge and continues to use this process in order for him to participate in the country’s goal for progress. Multicultural education invites a student to not just to think for himself but also for the society where he is. This is the reason why educators, in order for them to help in this multicultural education must consider the impact of their teachings, their decisions whether the decision is made cumulatively or individually. It should also be considered that with the multicultural education, one of the goals is the critical consciousness of the students which is the start of one’s good path as it leads him to a life with free decisions, meaning he doesn’t forever become a follower of the norms but a critic of it in order for change to occur not just for his own benefit but the benefit of the many. And since long-existing rules of the country don’t mean good rules, critical thinking that can be derived from multicultural education is a student’s main tool to achieve unbiased treatment of ideas. Critical consciousness as a goal in multicultural education in short opens a new world of possibilities for the student of different race, may he be an American, native-American, Chinese, Filipino or African. Multicultural education then can be considered as a factor in creating an unbiased world for the future. (3) Pick a concept form the readings or lecture covered in this exam period that has had a strong impact on your views or perspectives. In your essay address the following: (a) Name the concept. (b) Define the concept. (c) Using examples from the films or case studies, discuss how it has impacted or changed your views. Answer: What can be considered as mind-boggling and idea-booster from all the topics that were discussed is the idea of Howard that tackles the “Luxury of Ignorance” as played by the dominating group or individuals. It is true that the dominant group oftentimes lack understanding of the dominated “others” which most of the times make them believe a whole bunch of truths that aren’t really real. This lack of knowledge about the oppressed and the dominated leads them to die blind from the truth that there exists another idea based from the minds of the maltreated (philosophically speaking). For a while it can be analyzed that this is also the reason why many needs are not answered and many shouts are not heard. It is not that the dominated individuals or groups need more effort to reach out and raise their ideas, but it is the role of the “dominant” to open up for more questions and exposures to the presence of the “others.” This lack of understanding however petty for the dominators can cause a big difference for the dominated. In history for example, many years were spent battling cold wars and bloody fights just to show the dominance of races. The irony of this is no matter how long the battles lasted, still, only few realized the real need for “knowing” what’s lacking. It is obvious perhaps battles in history are not just a battle of territories and imperial conquest but a battle of ideas. In short, “heroes” died without knowing they really fought for since they never really had inkling of whom the “others” or their enemies are. Had they known that, there shouldn’t had war because having an idea of the real “need” could have lead them to a better pact, a covenant perhaps (in the present sense, an organization) that could have made good rules for the benefit of the different groups or races. And yes, it is true, the lack of understanding can lead not just to believing the untrue but also can lead to misunderstanding of others’ needs. Sources Nieto chapters 7, 8, 9, 10, and 11 Howard chapters 4 and 7 Fear and Learning at Hoover Elementary, and Lallee’s Kin Read More