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Creating a multicultural environment requires one to be non-judgmental and open. It is important that teachers act genuinely among diverse students. Classes have students with different experiences from all over the world, some good and some traumatizing. A number of students are refugees of different ethnic backgrounds running from war-torn countries. Some students may be poor and others from extremely wealthy families (Banks & Banks, 2010, p.49). Teachers should, therefore, respect students for who they are and accommodate their thoughts and concerns.
Multicultural classrooms have children from different linguistic background. To have a better understanding of their students, teachers need to research the native backgrounds of these students. They should embrace the language differences since it gives them an insight into their customs and behavior. Schools should have multicultural libraries no matter the subjects taught. Having a variety of books from multicultural authors excites an ordinary classroom (Wayne, 2009, p. 34). Perhaps the most exciting way of creating a multi-cultural environment is celebrating cultural differences among students. Schools can accomplish this through simple events such as food fairs highlighting different cultures and cultural music.
As countries continue to exhibit great diversity in classes, must teachers and students to understand and accept differences among people. There is, therefore, a significant challenge among educators to develop an effective multicultural education curriculum through which all students can learn happily with each
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Multicultural education sees the future society of the USA pluralistic. Currently, teachers in urban environments deal with students from different social classes, cultural groups, and language groups.
Education inequalities in the Pulaski School District are attributed by economic disparities that are found along the racial lines; modern discussions on education equity relates to the racial divide subject. Racial divide in
A multicultural person is therefore defined as, a person who is able to evaluate and understand other people’s language, race, religion, culture and traditions. He or she is able to relate in a positive
It has therefore become necessary to understand these diverse cultures, establish relationships with people from different cultures and strengthen ties with culturally diverse people in order to build communities that are
of the first steps that teachers in multicultural classrooms must undertake in order to improve the learning and achievement of all students is to be open to the students and to put efforts towards knowing the students both inside and outside the class. On the other hand Nieto
According to the report a multi-culture curriculum is vital in exposing students to culture diversity, prejudices, biases and prejudice, help students understand and advocate for diversity awareness. Schools currently contain students who are very diverse in terms of culture such as race, religion, language, ethnicity, gender and language.
This fragmentation of educational process can differ from region to region and state to state. There are certain subjects that are studied and celebrated during the process of multicultural thematic part such as