MULTICULTURAL EDUCATION

Multicultural Education

Multicultural Education

Introduction

Multicultural education began in the United States in response to the civil rights movement during the 1960s and is defined by reformers as the ability of all students—regardless of gender, socioeconomic class, ethnic, racial, or cultural qualities—to be able to learn in school, free of prejudice and discrimination. The reform movement of the 1960s had an influence within the school system as African Americans became adamant that school curricula reflect their particular and unique points of view, history, and culture. Other ethnic groups then began insisting that their forms of cultural expression be recognized and represented in schools. After World War II, citizens immigrating to Westernized countries were often referred to as “newcomers” or “immigrants,” and expectations were that these individuals would assimilate into their “new” cultures. A focus on multiculturalism emerged when the attitudinal shift toward a cultural mosaic or pluralistic society, as opposed to assimilation into American culture, occurred.

Bias curriculum

Being a teacher who has been assigned the duty of looking after the cultural and educational differences of various students it is my prime duty to look after the cultures of every student without being bias to a single culture or religion. Although multicultural education is the most common term used to describe a pluralistic education, it has also been referred to as intercultural education (especially in Europe). Other program names associated with multicultural education include multiethnic, multiracial, and anthracite education. Schooling that incorporates multicultural ideals within its curricula comprises a variety of courses and programs. Thus, multicultural education cannot be classified as one definable course of instruction. Courses have been developed in relation to educational justice, equality, women, ethnic and language minorities, citizens having lower incomes, and persons with disabilities. Thus, the scope of this field is broad, having an emphasis on democratic attitudes and values and teaching students the knowledge and attitudes necessary to thrive in a complex and culturally diverse world (Prewitt, 2002).

Curricular Reform

The recognition of cultural reform through a critical and truthful lens might reveal how cultural contexts influence power and abuses within schools and teaching. Especially important is the examination of cultural reform—what is taught, who is taught, educational resources, access to social networks, curriculum design, and pedagogical practices. It is impossible to separate structural conditions that guide curricula, research, and work from the action taken in the broader public domain. If educators do not reconsider the complicity to create and support the conditions to meet the needs of traditionally under served children, schools will continue to fail these children. Educators should take a critical stance—blend humanity and curricular reform to extend beyond classroom walls. Cornelius suggests schools must do everything within their power to provide children with fundamental knowledge and skills to make sound judgments to exercise choice that supports the possibility of democratic change (Davidman, 2004).

Impact of multicultural education on student learning

Cultural differences for centuries have been a way of discriminating people of different regions and areas. Here if, we discuss the cultural aspect of education on student learning and ...