Multicultural Education
| Subject: | 🎓 Education |
| Type: | Narrative Essay |
| Pages: | 10 |
| Word count: | 2568 |
| Topics: | Study Abroad, Multiculturalism, Social Justice |
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Table of Contents
Multicultural education has received emphasis throughout the course. The course has enlightened me on the need to promote multicultural education that will register a positive impact on learners. The reality on the ground is that the education sector presents remarkable inequalities and cases of social injustice. The primary objective of embracing multicultural education is to create a level of equality and provide learners from different cultures to have an equal opportunity of accessing quality education. The persistence of racism, gender inequalities, and poverty are some of the factors that have led to the inequalities in the education system. It is time for teachers to embrace an active role in addressing the main problems associated with social injustice and inequalities in the education system. Based on my personal experience, I believe that schools have an important role to play in promoting equality. Specifically, teachers must create a favorable environment for the provision of quality education to learners from different cultures and social status. In this paper, I will reflect on the need for social justice in the education system and reflect on my experiences and perspectives of multicultural education.
Discussion
I have worked as an assistant professor for more than 15 years. During this period, I have witnessed different forms of inequalities in the education sector. Particularly, gender inequalities in higher education are evident. When teaching construction, I realized female students were less likely to register for the course. There was a common perception that the course only targeted male students. Gender inequalities in the education sector prevent students from pursuing certain courses (Au, Brown, & Aramoni, 2016). Existing stereotypes enhance the perception that some courses are only appropriate for male students. Many educators do encourage female students to register for such courses. After graduation, the gender inequalities become pronounced because male practitioners in the profession receive higher wages than their female counterparts. Female students are aware that pursuing the course is a disadvantage to them because they receive lower wages in the job market. Gender stereotypes are of significant importance in the education sector. For many years, the choice of programs in higher education institutions has depended on the perceptions of the society towards the specific courses.
The course has helped me to appreciate my role in the development of a favorable environment that accommodates learners from different genders to pursue various courses and succeed. Particularly, educators have the responsibility to demystify the existing perceptions that some courses are too complex for female students. On the other hand, the course has emphasized the need to create an inclusive class environment that brings together learners with various abilities. Notably, learners with special needs often register limited positive learning outcomes due to their radically distinctive needs (Adams, 2000). However, the school system needs to accommodate the needs of such students and provide them with opportunities to access quality education. As an individual with attention deficit hyperactivity disorder (ADHD) and dyslexia, I have a first-hand experience in the challenges that learners with unique needs face. In many instances, educators do not make any adjustments or modifications of their teaching methods to meet the needs of students with learning difficulties. Many teachers embrace the wrong perspective that one teaching method is effective for all the students. Unfortunately, learners with ADHD and dyslexia need a different approach for them to register positive outcomes in learning. The course emphasized the need for teachers to integrate different teaching approaches and strategies.
My experiences in the classroom and the concepts tackled in this course have only served to enhance my understanding of the important responsibilities that teachers should embrace. It is time for teachers to create a favorable learning environment that accommodates learners with different capabilities. Moreover, the course has introduced me to the importance of multicultural education in improving learning outcomes. Before this course, I did not have a well-defined apprehension of multicultural education. Although the concept of multicultural education has received attention from various scholars, there has been a minimal understanding of the underlying factors governing this type of education. The course has helped me to develop a realistic understanding of the importance of multicultural education and the factors that affect its successful implementation (Au, Bigelow, & Karp, 2007). Particularly, the highly diverse population in the United States necessitates the need for multicultural education. Multicultural education will provide students with an opportunity to benefit from the education system without negative experiences due to prevailing racist attitudes. For multicultural education to be successful, I realize that teachers must promote meaningful interactions and communication channels with the various races.
For many years, there has been an increased level of ignorance governing some of the popular stereotypes attached to different races. Multicultural education seeks to get beyond the ignorance and stereotypes and recognize minority groups as part of the larger society. Dominant racist attitudes have found their way in the education system and served as a major barrier for African Americans and other minority groups to access quality education. As a result, racism has led to a high level of inequalities in the American education system. Multicultural education seeks to address such inequalities by strengthening cultural consciousness. If learners are aware of cultural differences and are willing to embrace them, then they are likely to develop an integrative approach (Au, Brown, & Aramoni, 2016). Multicultural education seeks to address prejudice and discrimination that has been prevalent in the American society for many years. Notably, the course helped me to appreciate the fact that multicultural education is likely to enhance a greater level of tolerance and diversity in the education system.
When students learn to interact with colleagues from other races, they are likely to establish meaningful levels of communication. As a result, multicultural education presents the opportunity for students to combat their existing stereotypes. It is possible to overcome prejudice by emphasizing the various aspects of multicultural education. The establishment of a favorable learning environment that is likely to support successful interaction between different races is one of the underlying factors that govern multicultural education (Adams, 2000). Additionally, the course helped to understand the emerging role of teachers in enhancing multicultural education. Teachers must be able to adjust their attitudes and have positive expectations from minority students. Positive expectations from teachers are likely to register a significant level of impact on the perspectives of students. The course has established the need for administrative support to multicultural education. School administrations have to develop strategies for promoting multicultural education at different levels. Without the support of the administration, there is likely to be a measure of frustration among teachers.
During my 15 years of experience, I have gained awareness of the fact that teachers should play an active role in the implementation of social change. Notably, the role of teachers allows them to establish frameworks of promoting equality and social justice in the education system. For many years, the education system has propagated the various forms of inequality without giving attention to the needs of learners. Apparently, learners from low-income families and minority groups do not register desirable learning outcomes. There is a need to establish highly inclusive classrooms that can provide a platform for learners from different communities to study together. Addressing social injustice in education deserves a priority because many children are registering negative outcomes due to the increasing social injustice (Au, Bigelow, & Karp, 2007). Learners from minority groups lack the access to well-equipped schools that can nurture their skills. Students with learning disabilities do not have a sense of belonging in the modern classroom. There is a significant reduction of the competencies exhibited by teachers in their efforts to address the needs of disadvantaged children. Undoubtedly, teachers do not have the competencies to promote social justice in the education system.
From the course readings, it is explicit that multicultural education addresses some of the racial inequalities that are dominant in the American society. It is evident that learners from specific backgrounds do not have access to adequate facilities. Multicultural education seeks to introduce an important platform where schools can work together to discuss the success of integrating learners from different societies (Au, Brown, & Aramoni, 2016). It is evident that racism has been one of the key contributors to the significant levels of inequalities in the education sector. I have witnessed the exclusion of students from minority groups. I believe that multicultural education can provide a potential solution to the issue of racism in the education sector. My experiences have helped me to understand the unique needs of learners, especially when handling issues to do with racism and classism. The dominance of these concepts in the modern society has led to unrealistic levels of inequalities in the school system.
The issue of classism has proven to be evident in the education sector. Classism promotes prejudice directed towards individuals who belong to specific social classes. For many years, learners belonging to the lower social classes have been victims of ridicule and prejudice and are disadvantaged learners. Unlike the upper class of the society, the victims of prejudice register negative learning outcomes. I believe that teachers should carry out their important role in helping learners to overcome certain stereotypes that underlie classism. Addressing classism will need adequate time and focus on the main issues that contribute to prejudice. Multicultural education can promote social justice by reducing prejudice among learners (Adams, 2000). Specifically, teachers can challenge the existing attitudes of prejudice by fostering positive interactions. When teachers have the right capabilities, they can contribute significantly in recreating classrooms that enhance social justice. Multicultural education serves as the basis for establishing respect and mutual understanding among students from different social classes.
I am well cognizant that I have a critical role in enhancing social justice in the education system. Particularly, I have the responsibility to create a favorable classroom that accommodates the needs of different learners. It is time for other teachers to implement measures of enhancing social justice. The course has foregrounded the need for teachers to exhibit multicultural competence to address various social identities that serve as barriers to the establishment of social justice (Au, Bigelow, & Karp, 2007). Due to classism and racism, students from minority groups perceive themselves negatively and are less likely to excel in their studies. The presence of learning disabilities may also contribute to the development of social identities that conform to the negative attitudes in the society. Social justice in the education system is one of the most important issues that educators must promote. It is possible to implement multicultural education and foster the development of attitudes and belief systems that enhance social justice. Multicultural education should demonstrate a remarkable framework for challenging existing assumptions, worldviews, and biases that result in social injustice (Au, Brown, & Aramoni, 2016). Educators need to aid both the privileged and marginalized learners to embrace their differences and interact positively during the learning process. From my experience, reflecting on various ways to constitute positive attitudes that dispute existing stereotypes is one of the efficacious ways of ensuring that multicultural education enhances social justice.
Educators must exhibit awareness and an increased level of sensitivity to multicultural issues that affect learners. Such awareness will help educators to bring out the strengths of each learner. For many years, I have focused on implementing project-based learning and individual studies with the core objective of helping learners to move beyond their weaknesses and recognize their outstanding strengths. Educators need to register for different programs under continuing education so that they can increase their competencies in enhancing multicultural education and social justice (Au, Bigelow, & Karp, 2007). Teachers need to understand how they can collaborate with the administration to facilitate the establishment of multicultural education in the classroom. The most important aspect is recognizing that multicultural education represents a progressive approach that seeks to promote equality and social justice (Au, Brown, & Aramoni, 2016). From my experience, teachers need to embrace the progressive approach with the main goal of combining different strategies to achieve social justice. I have learned to rely on my real-life experiences of diversity in the classroom. I take the time to observe learners and recognize how different forms of prejudice affect their perspectives. Based on such understanding, I can develop an effective model of establishing positive interactions among learners from different cultures.
Conclusion
The course focused on important aspects of multicultural education. Notably, multicultural education seeks to ensure that all the students have remarkable learning experiences that can enhance cross-cultural understanding. The objective of multi-cultural education is to bring together learners from different races to benefit from the education system. The main aspect of multicultural education is the art of building a consensus, establishing respect, an enhancing cultural pluralism. Over the years, the emphasis on multicultural education has led to significant debates on how the United States can overcome its dominant racial attitudes and foster multicultural. The implementation of multicultural education focuses on establishing different strategies that can address the unique challenges that different races in the United States face (Adams, 2000). Multicultural education seeks to create a favorable environment for learning in which learners embrace their differences in a multicultural context. My 15 years of experience have helped me to re-examine the inequalities in the education system. Over the years, I have recognized my role in addressing the biases and various forms of prejudice against students from poor communities, minority groups, and learners with disabilities (Au, Bigelow, & Karp, 2007). The only way to promote social justice is to adopt a progressive approach to combating stereotypes and enhancing positive attitudes towards diversity. Educators should focus on meeting the unique needs of each learner and enhance positive interactions of learners from different cultures.
Summary
Multicultural education provides a platform for teachers to enhance social equality and justice. The significance of multicultural education is to ensure that each learner can benefit from the system and register positive experiences. For many years, dominant stereotypes and social inequalities have influenced the education system negatives. Students from poor backgrounds, minority groups, as well as those with learning disabilities and female students have experienced a disadvantage in the education system. In my 15 years of experience, I have recognized how gender biases, classism, racism, and other forms of inequalities affect learners adversely. The prevailing negative attitudes towards diversity pose a problem for multicultural education. Implementing multicultural education will present an opportunity for educators to help learners register a higher level of awareness of the importance of diversity.
The course has emphasized the need for tolerance and diversity in the education system as a way of enhancing social justice. Multicultural education can resolve and combat various forms of prejudice that influence the education system. I believe that teachers must take up an active role in enhancing social justice in the classroom. Particularly, it is imperative for me to implement an integrated approach to teaching that can meet various needs of students. I need to develop a higher level of awareness and sensitivity to help learners in the registration of positive outcomes. Teachers need to take up their role in the implementation multicultural education and promotion of social justice in the education sector. It is possible to embrace different teaching methods that can address the needs of various learners. Based on my experiences, adopting a project-based learning helps to bring out the strengths of learners and create a favorable environment for multicultural education.
- Adams, M. (2000). Readings for Diversity and Social Justice. Milton park: Psychology Press.
- Au, W., Bigelow, B. & Karp, S. (2007). Rethinking Our Classrooms, Volume 1. Milwaukee: Rethinking Schools.
- Au, W., Brown, A. L., & Aramoni, C. D. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge and education. New York, NY: Teachers College Press.
Offered for reference purposes only.