Multicultural Education - Research Paper Example

Critical Reflection # 3: Multicultural Education Critical Reflection Paper Module: SCG 408 Submitted by: Noelle Davies A multicultural approach to education is suited to multicultural societies, which have over the years succeeded in assimilating diversity from around the world. The United States of America and many other developed nations in the world have people from every nation living and working together to present a new whole. Thus, educators in the United States of America and other diverse nations must teach to multicultural classes. However, the concept of multiculturalism in education evolved gradually over time as new ideas replaced old values and notions. Today, educators must try to do more to make a success of teaching their multicultural classes to try to overcome problems and shortcomings. This reflective paper presents a critical examination of the work edited by Lois Weis and Michelle Fine entitled “Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition”, which discusses a variety of issues confronting multicultural education in the United States of America today. Contents Introduction 1 Striving for More in Multicultural Education in the Present Day and Age 2 Conclusion 5 Bibliography / References 7 (This page intentionally left blank) Introduction It is very likely that in the present day and age, no matter where an educator teaches, they will be teaching to a group of racially and ethnically diverse students. The group in the class is likely to include members from both of the sexes, immigrants who are new to the country, a diversity of social class backgrounds and students belonging to various religious affiliations from communities with varying degrees of social power and historical experiences. Students with varying abilities are likely to be studying together because although gifted students do exist, they have to exist with others in communities. The public school system tries to cater for a wide diversity while lamenting about tight funding, with problems related to attrition persisting, progression presenting problems and wider issues for the society, such as homosexuality, access to college and issues related to race, class and feminism spilling into the schools. References to the previously mentioned are in (Haney et al 21 – 47; Yonezawa and Wells 47 – 63; Bloom 63 – 83; Valenzuela 83 – 95; Smith 95 -117; Brown 147 – 163; Kim and Markus 181 – 199; Abu Al-Haj 199 - 217) . Clearly, the diversity in the class depends on the same teacher to teach effectively and this means that the teacher must accommodate, understand, bring together the diversity and try to make them achieve more. Multicultural education is a process rooted in ethnic and human rights that attempts to cater for the diversity found in the society. Thus, it makes sense to reflect critically on issues that confront the multicultural education system in a society that has succeeded in accommodating the world and its diversity to benefit the society itself and those who have chosen to be a part of it. This brief paper presents a critical discussion about multicultural education within the context of the United States of America and other diverse societies in an attempt to decide about that which teachers can do to improve achievement and to solve problems confronting students and teachers in multicultural schools. Striving for More in Multicultural Education in the Present Day and Age Haney et al (21 – 47) suggests that the education system in the United States of America had continued to present disturbing trends for attrition, retention and graduation rates within the past few decades. The dropout rates have not been encouraging and decisions about promotion to higher classes have presented problems. Not all students could remain isolated from the wider social problems confronting the society. However, perhaps teachers can do more to observe their students in the class, to get to know them better and then decide what is best for encouraging students who may be falling behind. It is important to try to put learners first, have a learner-centered teaching approach and to try to keep the students busy after school with activities that encourage learning to keep them away from worthless pursuits. Perhaps, a child’s parents can be encouraged to do more to care for and to encourage their children after school, because children learn when they return home from school and spend time thinking, working on their homework and reflecting to process information. Yonezawa and Wells (47 – 63) present a discussion about achievement gaps that persist between African Americans, Latinos, Asians, Whites and students from different socioeconomic groups. It is likely to be helpful if teachers were to do more to explore the worlds of students from diverse backgrounds to understand better that which confronts them. Perhaps by getting to know students better, it will be possible to understand the socializing forces that influence their behavior and attitudes to try to encourage them to achieve more. Attempts towards trying to modify instruction, classroom environment and the homework or projects presented to students in the light of knowledge about various students can make a difference. The teacher can try to do more to build a caring classroom that supports and interacts in an attempt to enhance achievement and equity. For bringing about greater equity in the classroom, the teacher can judiciously intervene to clarify roles, explain and encourage or discourage as the situation demands. Using conflict resolution, trying to develop proper strategies for addressing prejudice and stereotyping with efforts to encourage participation and cooperative learning makes a difference. Encouraging students to develop positive relationships with each other and with the teacher will create a group that is cohesive and full of authentic love. Children do know the difference between the authentic and the aesthetic. Thus, teachers must be sincere about presenting genuine effort instead of trying to present aesthetics that will seriously hurt their students. Issues related to access to college discussed in Bloom (63 – 83) ought to prompt readers to question if the sole purpose of an education is to achieve decent test scores, attend schools without caring or contributing and to forget about the good things that many can bring to the groups. A teacher discussing with students about ways for increasing social support, raising expectations about future through combining work and study, assessing individual situations or even trying to drum support for the deserving is positive, despite the fact that there is no silver bullet solution for every individual. The problems of sexuality, sexual leaning, stereotyping and the place of feminism imported into schools from the wider society, discussed in (Smith 95 – 117; Brown 163 – 181; Abu Al-Haj 199 – 217) should not have a place in schools in which individuals come together with their uniqueness, similarities and differences to learn. Perhaps, if teachers were to raise awareness about some of the previously mentioned issues at opportune moments and teach directly about prejudice and discrimination, they may be able to alter the school culture into a more positive mould. A school should still be somewhat ‘holy’ compared to the rest of the world and it is likely to be possible for teachers to manipulate the core cultural capital assets of the diversity of students that they must tend to enhance positive achievement (Kim 181 – 199). Conclusion United States of America, together with many other nations in the world are now multicultural societies in which people of many cultural, religious and social backgrounds coexist. Thus, the nature of education must essentially lean towards catering for the diversity found in a multicultural society. However, it is important to understand that despite real efforts, it takes time and persistence to remove problems. Thus, teachers must continue to try to strive for more in the multicultural setting of their school. (This page intentionally left blank) Bibliography/ References Abu Al-Haj, Thea Renda. “Global Politics, Dissent, and Palestinian American Identities: Engaging Conflict to Reinvigorate Democratic Education.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 199 – 217. Bloom, Janice L. “Hallowing the Promise of Higher Education: Inside the Political Economy of Access to College.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 63 - 83. Haney, Walter et al. “The Education Pipeline in United States, 1970 – 2000: Trends in Attrition, Retention and Graduation Rates.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 21 – 47. Kim, Heejung S and Markus, Hazel Rose. “Speech and Silence: An Analysis of the Cultural Practice of Talking.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 181 – 199. O’Conner, Carla et al. “The Culture of Black Femininity and School Success.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 163 - 181. Smith, George W. “The Ideology of “Fag”: The School Experiences of Gay Students.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 95 – 117. Valenzuela, Angela. “Subtractive Schooling, Caring Relations and Social Capital in the Schooling of U.S. - Mexican Youth.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 83 – 95. Weis & Fine, Lois & Fine, Michelle (Editors). Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. State University of New York Press, 2005. Yonezawa, Susan and Wells, Amy Stuart. “Reform as Redefining the Space of Schools: An Examination of Detracking by Choice.” Beyond Silenced Voices: Class, Race, and Gender in United States Schools, Revised Edition. Weis & Fine, Lois & Fine, Michelle (Editors); State University of New York Press, 2005. 47 – 63. Read More