Multiculturalism as an Implication for Educating Approaches - Term Paper Example

of Lecturer] [English] Multiculturalism has Significant Implications for Future Educators’ Approach to Instruction Introduction The United States’ citizens are quite proud of the multiculturalism or melting pot, which has become characteristic of its society. Although it is one society, people in the US often refer to themselves as of a given origin, race or ethnicity. However, this reference to a person’s ethnicity, origin or race is never perceived negatively; rather, it is used as a show of pride for familial ties or pride. In addition, these familial or ancestral connections and origins give collective strength in peoples’ origins and ancestral stories (Caputi et al., p. 34). For the US society in general and educationists in particular, this multiculturalism presents a curse as well as blessings. With the US society becoming more diverse by the day, educationists require to adjust and acquire the requisite skills, competencies and methods to deal with students from across cultures (Caputi et al., p. 34). To educators, multiculturalism does not only imply a classroom filled with students from different races or with different skin colors but also different neighborhoods, parenting styles and life experiences. Thus, educators should consider all these factors to help and shape every learner. This paper supports the notion that Multiculturalism has significant implications for future educators’ approach to instruction. Role of Educators in Multiculturalism Educators and other stakeholders in the education sector must adopt multicultural education. Multicultural education refers to a form of education with an objective to change education based on social justice and educational equity and equality (Caputi et al., p. 34). The key features associated with multicultural education include but are not limited to an empowering and social culture, zero-prejudice and content integration. Through these core areas, multicultural education would be quite effective in the identification and resolution of diversity-driven conflicts in educational settings. That is, if learners are exposed to multicultural education inside the classroom, they are bound to be better placed to deal with interaction problems with classmates of diverse cultural or socio-economic backgrounds (Caputi et al., p. 34). To improve the interactions among learners of different socio-economic and cultural backgrounds, educators should focus their attention on the listed elements of multicultural education. Although increasingly resisted in many regions since historical times, multicultural education has been largely embraced in the US education system as learners who speak second languages and who come from different cultures increase in the classrooms. The diversity is not restricted to classroom but also exists within mainstream society. Hence, people must have the interaction and communication life skills, which can only be instilled through multicultural education processes (Caputi et al., p. 34). Although debate is still rife, the implications of multicultural education is more apparent in the classroom. The real issues worth discussing are what teachers can do to ensure their practices are characterised by pedagogical individualism and promote the diversity that exists in the larger society. However, given that each classroom is unique, varying approaches should be applied. Though it looks rather easy, discovering and inculcating diversity in the classroom requires courage, effort and diligence. Consequent to these requirements, some US public schools have not been successful in accommodating diverse students. Nonetheless, schools and educators are expected to thrive on this diversity, which should also form the basis of learners’ and institutions’ growth and development. Due to learner differences, teachers are expected to work, have resolutions, openness and in-depth understanding of their students and their background (Johnson, p. 21). Research shows that teachers who recognise and address these cultural differences by including them in the curriculum have largely succeeded in creating multicultural classroom and school environments. Subsequently, the educational goals of each learner have been achieved in such cases. Steps to Multicultural Education There are several easily identifiable common grounds for teachers. These common considerations are careful observation, learning style guidance and pride in students’ heritage. First, regarding careful observation, teachers are called upon to establish and implement teaching models that would promote the understanding of students’ needs and capabilities, which originate from their cultural backgrounds. Highly suggested is the David Kolb-developed four-step model. This model considers a student’s concrete experiences, reflective observations, abstract conceptualization and active experimentation (Johnson, p. 22). From this model, it is evident that an effective multicultural education should not be based on the textbook; rather, educators should base and develop it on the specific needs of a student group. Fundamental in the creation of a multicultural classroom is teacher openness towards their students. That is, no effort should be spared in striving to know one’s students not only inside but also outside the classroom. Once a teacher is noticed to be hesitant on openness towards his or her students, the students reciprocate by being estranged from one another and from the teacher (Johnson, p. 22). Teachers are expected to be fearless and interested in their students, remembering never to take issues personals in their interactions with students from diverse cultures. For instance, in the Mexican American culture, it is normal for children to touch their teachers’ hands while speaking to them. This practice could be new to non-Mexican teachers. Nevertheless, it is the duty of a teacher not to scare learners of this descent by reprimanding them for this behavior. Language difference is the other key factor that teachers must address to establish a multicultural classroom. For example, by learning even a word of the native language of a student, teachers convey respect for the culture, thus increasing their openness, feeling of belonging and improve their self-esteem (Boening, p. 18). In fact, by entirely ignoring a student’s native language, a teacher could batter the potentially suffering self-esteem and self-actualization of a learner from different cultural background (Boening, p. 18). On the principle of learning style guidance, educators should assist learners to discover and explore their learning strengths or abilities. Teachers must understand the learning patterns of the students who grew up in or come from different cultures. This help would be quite effective in helping students to discover and exploit their learning styles. Consequently, students discover the method of comprehension that works best for them. These methods and their effectiveness could be based on a student’s personality and background. The search for students’ preferred and most effective learning style should therefore be made an integral part of multicultural learning. In addition, lessons on multiculturalism should also be taught at all levels of education. Of equal importance is the inculcation of a culture of pride in students’ heritage and diversity. In this regard, educators are encouraged to place a lot of emphasis on the positive portrayal of the differences or diversity of learners. The strategies that could prove effective in the realization of this objective include making learners to write essays about their cultures and making learners to form teams and undertake projects that cut across cultures. Although there are numerous strategies by which educators can approach and promote multiculturalism and multicultural education, the first and perhaps the most effective step is the recognition of the importance of multiculturalism. Especially worth mentioning is the fact that in modern times, students’ need to experience lifelong success on the global scale, which makes it mandatory for educators to recognize the need for multiculturalism in education. Conclusion As society becomes more diverse because of the entrance of people from different cultural origins and backgrounds mingle due to globalization, the education system is bound to have quite diverse students. The implications for educators are quite far-reaching and the right interventions must be initiated to achieve multicultural education. Hence, educators, especially teachers must ensure that a multicultural classroom is created through the development and implementation of multicultural education. The key principles on which multicultural classroom can be attained include openness, recognition of learners’ cultures and languages, inculcation of culture of pride, identifying learning styles or patterns. Works Cited Boening, A. B. "Euro-Islam – A Constructivist Idea or a Concept of the English School?" (2007). European Union Miami Analysis (EUMA) 4(12). (Miami-Florida European Union Center of Excellence). Caputi, P. Heather, F., Linda, L. V. Personal Construct Psychology: New Ideas. (2006). John Wiley & Sons. Johnson, J. T. "Indigeneitys Challenges to the White Settler-State: Creating a Third-Space for Dynamic Citizenship". (2008). Alternatives: Global, Local, Political 33: 29. Terese M. V. Music, Education, and Multiculturalism: Foundations and Principles. (2004). Oxford University Press. Read More