Multicultural Analysis of Education - Book Report/Review Example

Multicultural Analysis and Reflection Total Number of Words 519 Introduction It is a common knowledge that the presence of racial, gender, and/or socio-economic discrimination can hinder the academic performance of some students. In response to the issue on racism, the concept of multicultural education was purposely created so as to educate the school administrators and the students about the importance of “cultural pluralism” and “diversity” back in 1960s (Ryan, Cooper, & Tauer, 2013, p. 30). In the process of implementing multicultural education, all students, regardless of their demographic and socio-economic status or sexual orientation, are expected to have access to equal educational or learning opportunities in school (Korn & Bursztyn, 2002, p. 160). Today, the concept of multicultural education does not only promote diversity in schools but also the practice of inclusion, critical thinking, and self reflection (Higbee, Schiltz, & Goff, 2010). In relation to several books entitled “Shame of the Nation” and “Multiplication is for White People”, this essay will focus on discussing and analyzing the most recent status of multicultural education in public schools. Prior to conclusion, the arguments made by the authors with regard to the long-term effects of “limited multicultural education” and “diversity” in public education will be considered in details. Recent Status of Multicultural Education in Public Schools As part of preparing the students in facing their future responsibility in a diverse work environment, a lot of public schools in the United States have been focused on modifying, incorporating, or integrating multicultural education into their existing educational system (Education Reform, 2013). As such, most of the public schools in America are promoting multiculturalism by integrating the concept of multicultural education in their existing educational content or curriculum, teaching method, and the school policy (Gill, n.d.). For instance, using different instructional method, it is possible for the public school teachers to teach the students about the importance of learning cultural differences as well as the long-term psychological effects of “discrimination” and “oppression” inside the classroom (Hanley, 2012). Instead of teaching the students about their own cultural background, it is possible for the teachers to modify the existing curriculum by incorporating other subcultures in their class discussion (Education Reform, 2013). In the process of integrating the concept of multicultural education in the schools’ existing educational content or curriculum, the school teachers can effectively teach the students about the need to appreciate and accept ethnic and cultural differences without having the need to face too much burden trying to create a new lesson plan in each subject (Gill, n.d.). At a first glance, the concept of multicultural education seems to contribute a positive change on the students’ learning. For instance, there are cases wherein some foreign students are enrolled in public schools. In support of non-English speaking students, the school teachers are free to use other languages as a way of communicating with foreign students (Education Reform, 2013). In the process of integrating multicultural education in the existing school policy, the students could somehow feel protected from becoming a victim of “exclusion” or “bullying” (Gill, n.d.). Reflection and Arguments of Delpit (2012) and Kozol (2006) "Multiplication Is for White People" by Delpit (2012) In the book entitled "Multiplication Is for White People", Delpit (2012) was trying to tell people that most of the school administrators have failed to reform the on-going gap in the students’ academic achievements. Contrary to the positive change as promised by multicultural education, Delpit (2012, p. xix) argued that the fact that the process of implementing standardized tests serve as a “restriction” to the students’ learning. By allowing the design of existing educational policy to be ruled by very few wealthy individuals, Delpit (2012, p. xvii) also highlighted the fact that most of the public schools today are promoting the practice of “anti-democracy” (i.e. increasing the quality of standardized testing, privatization of public schools, etc.). Due to behavioral problems and learning difficulties, Delpit (2012, p. xviii) pointed out that those students who are currently enrolled in special education class are the ones who receive less financial and non-financial support not only from the local authorities but also from the wealthy individuals. The “No Child Left Behind” (NCLB) was implemented in the U.S. back on the 1st of July 2002 (U.S. Department of Education, 2010b). Basically, NCLB aims to improve the academic performance of disadvantaged people by offering them equal and fair opportunity to gain access to high quality education (i.e. students with learning difficulty, students who belong to the minority group, etc.) (U.S. Department of Education, 2010a). I strongly agree with the arguments of Delpit (2012, p. xviii). In relation to the purpose of increasing the schools’ quality of standardized test, the mere act of discriminating the students with special needs is a clear sign of discrimination in school settings. Often times, this kind of discrimination prevents the disadvantaged students from having equal and fair opportunity to gain access to high quality education. In the process of discriminating students with special learning needs, not all students could gain access to the best learning experience they are entitled to have. Furthermore, it was mentioned earlier that multicultural education aims to promote “cultural pluralism” and “diversity” (Ryan, Cooper, & Tauer, 2013, p. 30). Basically, the process of throwing the students with learning difficulty or behavioral problem out of the Charter school program to a nearby public school indirectly violates the concept multicultural education. “The Shame of the Nation” by Kozol (2006) Kozol (2006) wrote his personal experiences as a public school teacher in the book entitled “The Shame of the Nation”. In this particular book, Kozol (2006, p. 8) mentioned that between the school year 2000 to 2001, majority with 87% of the students in Chicago’s public schools were either African American or Hispanic and that less that 10% of the students were white Americans. Kozol (2006, p. 8) also mentioned that majority of the students in Washington, D.C.’s public schools were either African American or Hispanic and that less than 5% of the students were white Americans. The same trend in statistical figures can be observed in the public schools of St. Louis, Philadelphia, Cleveland, Los Angeles, Detroit, Baltimore, and New York among many other States in the U.S. (Kozoi, 2006, pp. 8–9). Considering the statistical figures presented above, it makes a lot of sense that majority of the students in public schools include the minorities such as the African American or Hispanic. As compared to the white Americans, majority of the African Americans and the Hispanic people are known for having a much lower socio-economic status in life. Therefore, the figure presented above could somehow represent the idea that there is a clear racial and socio-economic discrimination throughout the entire U.S. educational system. The fact that most African Americans and Hispanic people cannot afford to pay high tuition in private schools has left them with no other choice but to enroll in a public school. Unlike the quality education offered by any a charter school, the quality of education system in the U.S. public schools seem to be highly questionable. First of all, Kozol (2006, pp. 2–3, p. 7) admitted that being a white American, he was hired as a professional teacher even though he does not have any valid credentials in one of the public schools in Boston. Secondly, Kozol (2006, p. 3) revealed that the students who were reported misbehaving in class were forcefully taken down inside the school’s basement where they would receive some “whippings” using a rattan stick. The author had also personally witness another incidence in a public school wherein physical punishment was used to threaten the students to behave properly inside the auditorium (Kozol, 2006, p. 14). Personally, I find the use of physical punishment to be inappropriate since it could make the students unconsciously develop a great sense of depression and social insecurities in life. As these students become young adults, most of them could retain their sense of inferiority complex as compared to most white Americans. In this sense, I conclude that despite the efforts made by most public school teachers in integrating the context of multicultural education into their existing educational system, majority of the school teachers in the public schools remain incompetent in terms of creating a safe environment where the students could equally receive high quality learning experience. Conclusion The concept of multicultural education is good in the sense that it can be used to educate the students about the presence of cultural differences within and outside the school environment. However, there is a very big difference between being able to plan and implement the best way on how to effectively integrate multicultural education the schools’ curriculum, teaching, and policy. Based on the examples and arguments given by both Delpit (2012) and Kozol (2006), it seems that most of the public schools in the United States are not ready to provide equal learning opportunities to all students. As a result of limited multicultural education and focus on diversity, the students who are currently enrolled in the U.S. public schools may not necessarily be prepared to work in a more diverse work environment once they have completed their educational requirements. References Delpit, L. (2012). "Multiplication Is for White People": Raising Expectations for Other People’s Children. New York: The New Press. Education Reform. (2013, August 29). Multicultural Education. Retrieved June 23, 2015, from http://edglossary.org/multicultural-education/ Gill, P. (n.d.). The Importance of Multicultural Education in American Schools. Retrieved June 23, 2015, from http://everydaylife.globalpost.com/importance-multicultural-education-american-schools-3425.html Hanley, M. (2012). School of Education at Johns Hopkins University-The Scope of Multicultural Education. Retrieved June 23, 2015, from http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/the-scope-of-multicultural-education/index.html Higbee, J., Schiltz, J., & Goff, E. (2010). Pedagogy of Inclusion: Integrated Multicultural Instructional Design. Journal of College Reading and Learning , 41(1): 49-66. Korn, C., & Bursztyn, A. (2002). Rethinking Multicultural Education: Case Studies in Cultural Transition. Westport, CT: Greewood Publishing Group Inc. Kozol, J. (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Three River Press. Ryan, K., Cooper, J., & Tauer, S. (2013). Teaching for Student Learning: Becoming a Master Teacher. Belmont, CA: Cengage Learning. U.S. Department of Education. (2010b, December 6). NCLB. Table of Contents. Retrieved June 23, 2015, from http://www2.ed.gov/policy/elsec/leg/esea02/index.html U.S. Department of Education. (2010a, December 6). NCLB. Title I — Improving The Academic Achievement Of The Disadvantaged. Retrieved June 23, 2015, from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html Read More