Multiculturalism and How It Affects Education - Essay Example

07-03-2007 Multiculturism & Education We are living in the era of fast moving technological innovations. In the era of changing demographics and technological upgradation in every hour or say minutes, educators are increasingly facing the newer challenges every day to create and facilitate learning activities for participants from diverse background. Basically the whole world is becoming a global village and telecommunication brings up the revolution in every part of society and social life. This includes education also, creating a learning environment that takes into account the needs of various group of learners, differentiated on gender, racial and Ethnic background, different cultural & economic background, different geographical and social setting, is one of the most difficult jobs. Culture shapes human behavior, attitudes, and values. Human behavior results from a process of socialization, and socialization always takes place within the context of specific cultural and ethnic environments. A person's humanity cannot be isolated or divorced from his or her culture or ethnicity. One cannot be human without culture and ethnicity, and one cannot have culture and ethnicity without being human. Now multiculturism becomes the focus point for educators and policy makers to be included and becomes necessity to include it in their planning process itself. In the shrinking world where different nationalities interacting with each other on the regular basis and people are moving freely within the world, education become the central point of interaction between them. People are moving outside world for education only. So people having different language, set of ethos and social value to attitude as well as behavior interacts with each other simply affects the education. Each & every Govt. and Educators have to take care of these change and multiculturism phenomenon and understanding has to be included in the curriculum itself. Now multiculturism becomes part of the education system as a whole and a whole lot of theories of multicultural education is being shown us the further path for educational development and research. Schools are microcosms of mainstream society (LaBelle, 1976). In their procedural norms, codes of behavior, structural arrangements, and distribution of power, privilege, and responsibility, they mirror Anglo centric cultural values. Just as classroom teachers, school administrators, and policymakers carry their cultural experiences and perspectives into their educational decisions and actions, students from various ethnic and cultural backgrounds do likewise in their learning attitudes and behaviors (Gay, 1994). Teaching about cultural pluralism is the most traditional and common approach. It is primarily content centered, with an emphasis on developing units of instruction (lessons, modules, courses) about the history, heritage, contributions, and social issues of ethnic groups. These units may be designed to be included in any school subject, but most often appear in social studies, language arts, and fine arts. Another manifestation of this approach is analyzing textbooks and other instructional materials for their treatment of people of color and revising them when necessary to increase their accuracy and overall representation of cultural diversity. Multicultural education means different things to different people. Multicultural education relates to education and instruction designed for the cultures of several different races man education system. This approach to teaching and learning is based upon consensus building, respect and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres (Tisdell, 1995). Multiculturism affects specifically the learning environment. A particular classroom, including the instructor or facilitator and the learners in a specific learning situation, constitutes the learning environment in this sense. Of course the specific learning environment is situated within an institutional context of a sponsoring agency that is situated within a still wider societal context, and the relationship between this learning environment and the overarching context in which it is located, needs to be kept in mind when considering what it means to create an inclusive learning activity (Tisdell, 1995). Due to population growth and easy accessibility, demographics are changing worldwide. In UK, or US, Asian population is growing rapidly. Apart from Asian, Latino, African, Native American are also increasing faster than Euro American Whites. This trend of increasing racial and ethnic diversity brings different culture and ethos. All group have different social and educational requirements. Given the increasing diversity of society, it is imperative for educators to work at reacting inclusive learning environments at all age levels. Educators should create learning envirorments that Reflect the diversity of those present in the learning activity itself in the curriculum and Pedagogical/ androgogical style; Attend to the wider and immediate institution contexts in which the participants work and live and In some way reflect the changing needs of an increasingly diverse society. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Educators must include and discuss multicultural education. This diversity should not be a problem, especially when we consider that multicultural educational in all about plurality. Multiculturism affects almost all aspects of education and multicultural education includes scholars, researachers and practitioners from a wide variety of personal, professional, philosophical, political and pedagogical backgrounds. Therefore, we should expect that they would use different points of reference in discussing ethnic diversity and cultural pluralism. Definition of multicultural education varies. Some definitions rely on the cultural characteristics of diverse groups, while others emphasize social problems, political power and the reallocation of economic resources. Some restrict their focus to people of color, while others include all major groups that are different in any way from mainstream. The goals of these diverse types of multicultural education range from bringing more information about various groups to text books, to combating racism, to restructuring the entire school enterprise and reforming society to make schools more culturally fair, accepting and balanced. For this reason, the field of multicultural education is referred to interchangeably as multicultural education, education that is multicultural and antiracist education. Basically multiculturism affects each and every aspects of education and becomes integral part of the whole education system. In the present era of fast moving societies, muticulturism becomes reality and every modern education system must include it as a part of their curriculum. The most frequently used definitions of multicultural education is: An idea, an educational reform movement and a process intended to change the structure of educational institutions so that all students have an equal chance to achieve academic success. A philosophy that stresses the importance, legitimacy and vitality of ethnic and cultural diversity in shaping the lives of individuals groups and nations. A reform movement that changes all components of educational enterprise, including its underlying values, procedural rules, curricula, instructional material, organizational structure and governance policies to reflect cultural pluralism. An ongoing process that requires long term investments of time and efforts as well as carefully planned and monitored actions (Banks & Banks, 1993). Institutionalizing a philosophy of cultural pluralism within the education system that is grounded in principles of equality, mutual respect, acceptance and understanding, and moral commitment to social justice (Baptiste, 1979). An education free of inherited biases, with freedom to explore other perspective and cultures, inspired by the goal of making children sensitive to the plurality of the ways of life, different modes of analyzing experiences and ideas, and way of looking at history found throughout world (Parekh, 1986, pp 26-27) An approach to teaching and learning based upon democratic values that faster cultural pluralism; in its most comprehensive form, it is a commitment to achieving educational equality, developing curricula that builds understanding about ethnic groups and combating oppressive practices (Bennett, 1990) Policies and practices that show respect for cultural diversity through educational philosophy, staffing composition and hierarchy, instructional materials, curricula and evaluation procedures (Frazier, 1977; Grant 1977). Comprehensive school reforms and basic education for all students that challenges all forms of discrimination, permeates instruction and interpersonal relations in the classroom and advances the democratic principles of social justice (Nieto 1992). These above definitions clearly show that multiculturalism is very much integral part of education system and has been deliberately included in the system for obvious reasons. Multicultural education programs should include ethnic identities, cultural pluralism, in equal distribution of resources and opportunities and other sociopolitical problems storming from long histories of oppression. So multicultural education is a philosophy, a methodology for education reform, and a set of specific content areas within instructional programs. Multicultural education means learning about, preparing for and celebrating cultural diversity or learning to be bicultural and it requires changes in school programs, polices and particles. The education system having multicultural affect becomes reality in most developed societies. The influence of culture and ethnicity on human growth and development as well as teaching & learning in quite evident. The culturally pluralistic society such as American society where different ethnic, geographical, social groups as well as diversity of culture, social and economic class, national origin, language and religion in quite evident, the education system must include multiculturism. So social realities of the societies bound the educationists and policy makers to include multiculturism in every aspect of the education system. The presence of multiculturism is evident in science and technology, economics and politics, art and literature, business and industry, entertainment and recreation and popular culture. If one of the primary functions of schooling is to transmit the socio-culture legacy of the nation to its young citizens, then our educational system must incorporates multiculturism as a persistent and routine components of program and practices. Diversity in education based on ethnicity, social class, language, non-national origins, economic status, cultures and interests, in no longer a luxury or a matter of choice; it is a necessity for the survival of society. Education with multicultural aspects can develop the required skills to rectify the problems arise due to diversity of different social and cultural groups. In every society in general and most developed (economically) societies in particular, educational and multiculturism/ Cultural pluralism are inextricably linked. The influences of culture and ethnicity established early and thoroughly in the process of human growth and development. Deeply ingrained cultural socialization becomes problematic in education when the schooling process operates on one cultural model to the exclusion of other, or when culturally different children are expected to set aside all their cultural habits as a condition for especially important to any understanding of the aspect of human behavior that most directly affect teaching and learning (Shade, 1981, 1989). Responsible education decision making in a pluralistic society cannot result if education leaders continue to function without being conscious of how culture shapes their own and their student's attitudes, values and behaviours. By becoming more aware that they are products of their cultures and live within given value and symbol system and be reflecting on this condition educators can free themselves from the tyranny of their own cultures and free children from the damaging effects of premature, inaccurate and prejudicial interpretations of their culturally induced behavior (Spindler, 1987a). Multiculturism in education could ease out tensions due to cross-cultural conditions/infractions often system by negative values and attitudes. It facilitates the teaching and learning of basic literacy skills of ethnically different students. Multiculturism in education can improve mastery of reading writing and mathematical skills, critical thinking, conflict resolution etc. Culturally contextualized teaching for making the educational process more effective for ethnically diverse students is a fundamental principle of multicultural education. Multiculturism facilitates educators to thoroughly understand how culture shapes learning styles, teaching behaviours and educational decisions. Therefore, the multicultural goal of achieving educational equality and excellence encompasses cognitive, affective and behavioural skills, as well as principles of democracy (Banks, 1990, 1991, 1992) So it has been quite evident that multiculturism affects almost all aspects of society in general and education in particular. In present scenario, multicultrism in education becomes reality and renewing and revitalizing society and used as a tool for making education more effective for culturally different students so that they can experience educational equality. References: 1. Banks, J.A. (1990). Citizenship education for a pluralistic democratic society. Social Studies, 81, 210-214. 2. Banks, J.A. (1991a). Multicultural education: Its effects on students' racial and gender role attitudes. In J. P. Shauer (Ed.), Handbook of research on social studies teaching and learning (pp. 459-469). New York: Macmillan. 3. Banks, J.A. (1991b). Teaching strategies for ethnic studies (5th ed.). Boston: Allyn and Bacon. 4. Banks, J.A. (1991/92). Multicultural education for freedom's sake. Educational Leadership, 49, 32-36. 5. Banks, J.A. (1993a). Integrating the curriculum with ethnic content: Aproaches and guidelines. In J.A. Banks & C.A. McGee-Banks (Eds.), Multicultural education: Issues and perspectives (pp. 189-207). Boston: Allyn and Bacon. 6. Banks, J.A. (1993b). Multicultural education for young children: Racial and ethnic attitudes and their modification. In D. Spodek (ed.), Handbook of research on the education of young children (pp. 236-250). New York: Macmillan. 7. Banks, J.A. & Banks, C.A.M. (1993). Multicultural education: Issues and perspectives (2nd ed.). Boston: Allyn and Bacon. 8. Baptiste, H.P. (1979). Multicultural education: A synopsis. Washington, D.C.: University Press of America. 9. Bennett, C.I. (1990). Comprehensive multicultural education: Theory and practice (2nd ed.). Boston: Allyn and Bacon. 10. Frazier, L. (1977). The multicultural facet of education. Journal of Research and Development in Education, 11, 10-16. 11. Gay, G. (1994). A Synthesis of scholarship in multicultural education. Accessed from website www.ncrel.org/sdrs/areas/issues/educators/leadrshp/le0gay on 6th March 2007. 12. Grant, C.A. (1977a). Education that is multicultural and P/CBTE: Discussion and recommendations for teaching education. In F.H. Klassen & D.M. Gollnick (Eds.), Pluralism and the American teacher: Issues and case studies (pp. 63-80). Washington, D.C.: Ethnic Heritage Center for Teacher Education of the American Association of Colleges for Teacher Education. 13. Grant, C.A. (1977b). Multicultural education: Commitments, issues, and applications. Washington, D.C.: Association for Supervision and Curriculum Development. 14. La Belle, T.J. (1976). An anthropological framework for studying education. In J.I. Roberts & S.K. Akinsanya (Eds), Educational patterns and cultural configurations: The anthropology of education (pp. 67-82). New York: David McKay Company. 15. Nieto, S. (1992). Affirming diversity: The sociopolitical context of Multicultural Education. New York: Longman. 16. Parekh, B. (1986). The concept of multicultural education. In S. Modgil, G.K. Verma, K. Mallick, & C. Modgil (Eds.), Multicultural Education: The interminable debate (pp. 19-31). Philadelphia: Falmer. 17. Shade, B. (1982). Afro-American cognitive style: A variable in school success Review of Educational Research, 52, 219-244. 18. Shade, B.J. (Ed.). (1989). Culture, style, and the educative process. Springfiled, IL: Charles C Thomas. 19. Spindler, G.D. (1987a). Beth Anne: A case study of culturally defined adjustment and teacher perceptions. In G.D. Spindler (Ed.), Education and cultural process: Anthropological approaches (2nd ed., pp. 230-244). Prospect Heights, IL: Waveland Press. 20. Tisdell, E.J. (1995). Creating Inclusive adult learning Environments: Insights from multicultural Education and feminist pedagogy, Information series no. 361, Antioch University, Seattle. Read More