Implementing a Multicultural Education System

Implementing a Multicultural Education System

Abstract

The primary purpose of this research essay is to discuss the whole concept of multiculturalism and its significance in educational settings in the United States. This essay defines the term multicultural education and its relevance to education. Besides, it gives an outline of the brief history on the scope of multicultural education. Personal philosophy of multicultural education has also been provided in this essay.

This is in addition to various issues affecting the effectiveness of multicultural education in many educational institutions around the U.S. Lastly. The paper will shed light on some of the practical insights and suggested methods for the implementation of an effective system of multicultural education.

Keywords: Multicultural Education, Diversity, Multiculturalism.

Introduction

Multicultural education is any form of learning and teaching that involves the texts, histories, beliefs, perspectives and values of individuals from different cultural backgrounds (Banks, 2008). It is an educational construct which integrates the learners’ diverse cultures into the instruction, classroom, curriculum and entire school environment. Various factors such as gender, language, race, family structures, socio-economics and disabilities tend to impact the concept of diversity and multicultural education in a classroom setting. Therefore, educators should consider all the relevant measures in the delivery of instructions when implementing multicultural learning.

During such a time when educational institutions are increasing in terms of diversity, educators and curriculum implementers are looking for the best ways to implement the most effective multicultural teaching and learning practices. These practices must accommodate the various learning styles of students while enhancing cultural acceptance throughout the setting. Multicultural education must include multiple components such as global studies, ethnic studies, human relations, bilingual education, special education and gender studies.

According to the textbook, America is one of the leading nations in terms of multicultural education practices. This is because its population accommodates such indigenous people as Inuit, Hawaiians, Aleuts, and American Indians. The immigrants found the U.S. the safest and most convenient destination to seek better education and work opportunities. Public schools in the U.S. admit learners from different cultural backgrounds annually.

Thus, different students from various parts of the world differ in terms of race, native language, religion and socioeconomic status. In 2014, learners of colour totalled up to half of the school-going population, a percentage which has grown over time. It is therefore safe to mention that the United States has a dynamic society which is in a continuous state of change.

According to (Gollnick & Chinn, 2013), learning institutions should consider the issue of multiculturalism as a way of providing quality and equal education in a democratic environment. In this paper, therefore, I will give a brief history of multicultural education in the United States as well as its practical implementation in the modern classroom setting. Besides, I will highlight the dimensions of multicultural education and some of the practices taking place concerning this concept. Furthermore, I will provide a personal philosophy of multicultural education and some of the suggested insights for its effective implementation.

History of Multicultural Education

Various factors, such as the revolution of the civil rights movements in 1962, influenced the history and evolution of multicultural education in the United States. During this period, Black Americans demanded social justice educational rights and freedom that they had lacked over history. Wars and poverty influenced immigration in the immigrants’ countries of origin. The United States would provide an environment that matched the immigrants’ expectations and ambitions.

According to recent statistics, the number of immigrants who preferred U.S. as their destination has been one million annually over the past few decades (Monger & Yankay, 2014). Since the happening of the civil rights movement and increased cases of immigration, America introduced an education system that addresses multiculturalism and diversity.

Furthermore, the concept of multicultural education entails five dimensions which are correlated to support diversity in education. These dimensions are; content integration, knowledge construction, prejudice reduction, equity pedagogy and empowerment of school culture and social structure.

It is important to note that multicultural education and diversity requires more ideas and appreciations from both the school and society as one of the ways of enhancing its implementation. Consequently, schools should focus much attention on all the mentioned dimensions when implementing an effective multicultural education system.

Personal Philosophy of Multicultural Education

I firmly believe that diversity is one of the main ways of promoting individualism among learners in a classroom setting. As a teacher, I have a responsibility of encouraging equity and acceptance among my multicultural learners. Having a passion for teaching makes me believe that all learners have the potential to succeed regardless of their cultural backgrounds. The classroom is not only meant for the standard curriculum but also practical teaching and learning. Besides, a class is intended for learning about diverse cultures and traditions and social justice.

As a responsible teacher, I should take the role of recognizing diversity by holding the highest possible expectations for each learner regardless of their gender, ethnicity, race and cultural beliefs. Thus, my classroom setting will support all forms of theoretical understanding and critical thinking of the standard curriculum in modern-day situations.

Besides, I understand that my learners have personal lives, but all of them can succeed with the proper encouragement and guidance. However, I should be sensitive to each student’s situations. I will establish personal ethical relationships with each of them to make sure that they receive the proper attention and guidance both inside and outside the classroom.

Most importantly, I should be available for my students at all times by providing my active email and offering online learning sessions when possible. My classroom will be a place where each learner will feel appreciated and respected. I hope to incorporate multiculturalism into the curriculum as a way of enhancing acceptance of the various cultural groups in the classroom.

Also, I understand that various students come from different communities where they have been shaped to the individuals that they are currently. Therefore, they will get a chance of sharing about their ethnic backgrounds without feeling uncomfortable. As a result, they will be able to grow and think beyond the dominant Western education canon.

Lastly, I believe that as a teacher, I am responsible for more than just academic guidance. I am also a moulder of the learners’ future, and therefore I should ensure that they develop in all aspects of life. Learners should be adequately guided and allowed self-discovery. Consequently, I firmly believe that an active multicultural classroom is that which supports the personal development of each learner both in the school and in the community.

As a teacher, I have the power to ensure proper understanding, peace and acceptance between individuals of all ethnicities, sexuality, races, gender, socioeconomic status, disabilities and religious beliefs. Young minds should be guided with an unbiased approach, and it is my responsibility to execute this.

Significance of Implementing a Multicultural Education System

Learners from diverse cultural backgrounds should be allowed to understand and appreciate their own culture and that of other learners. Therefore, implementing a multicultural education system creates a socialization environment which is critical for teachers to address the existing cultural diversities. In the process, confidence and respect among learners and teachers are developed hence increasing performance. According to (Gay, 2004), teachers should enhance respect among students regardless of their backgrounds to ensure better academic performance. Through multiculturalism, learners get to share different insights from their cultural experiences.

If adopted and implemented effectively, multicultural education minimizes on racial discrimination among learners hence enabling them to achieve their academic goals. Learners can participate in multicultural activities as a way of enhancing their creativity and cognitive skills. Therefore, the teacher has a role of ensuring that all learners benefit from these interactions and cultural sharing (Gollnick & Chinn, Multicultural education in a pluralistic society. , 1986). A multicultural education system narrows the achievement gap between learners from the dominant culture and those from diverse cultural backgrounds.

Learning and Assessing that Promotes and Enhances Multicultural Education

According to (Bonilla-Silva, 2015), educators should acknowledge the issue of race and ethnicity in the classroom. They can declare a state of colourblindness for them to treat all learners equally regardless of their race and ethnic background. However, there might be a problem of teachers failing to confront racial discrimination issues in the classroom since they assume the existence of racial inequality (Pollock, 2008). Therefore, teachers should acknowledge these differences and be aware of all the ways that they can influence learning.

Various learning institutions in the U.S. and especially public schools face a challenge in implementing an effective multicultural education system. The problem comes in due to the dilemma that different cultural groups should leave behind their cultural identities, for them to be absorbed in the dominant group. Besides, there is a challenge in addressing diversity among learners, whereby teachers treat all the learners as if they are equal. Such practices may affect the learners’ performance, especially those from the minority group.

Teachers should always understand that all learners are different and should be given differentiated instructions according to their levels of understanding and concept retention. In a multicultural system, no child should be left behind, including the homeless and destitute children (Crook, 2014). Being knowledgeable of the learners’ diversity is one of the ways of respecting their culture and communities of origin. Interestingly, reading aloud is considered a vital learning tool, no matter the classroom setting. Learners may be allowed to take turns in reading since this makes them feel encouraged regardless of the reading accents. Besides, schools should conduct various tests on learners to determine whether they meet the standards established by states.

A classroom setting that considers individual cultural backgrounds of the learners is an inviting and stimulating space for learning. Due to the increased risk of bullying, learners should be taught to understand that their peers from other cultures are not weird. This removes all the possibilities and motivations that result in bullying. Besides, all classroom activities should be designed to be inclusive to engage all learners hence reinforcing friendships and familiarity. The lesson plans should also focus on the cultures of all learners in the classroom, not only those from the majority groups.

Practical Insights and Suggested Methods for the Implementation of an Effective Multicultural Education System

When implementing a multicultural education curriculum, it is essential to understand that cultural and ethnic diversity differs significantly from region to region. Learners from diverse cultures account for half of the school population in most American states. In most cases, different religious beliefs can pose a significant challenge to curriculum implementers. Therefore, all moral codes, clothing and respective holidays must be considered when implementing the system. Additionally, teachers should understand issues such as sexism, racism, oppression, discrimination, prejudice, stereotyping, inequality, power and equality.

First, the school should possess all the essential qualities and features that contribute to learners’ success. Schools must have classrooms and buildings that are equipped with modern technologies which enhance cooperative teaching and learning. There should be recreation rooms meant for leisure activities and other facilities intended for school visitors. Educators should come up with effective academic strategies that consider multiple understanding to meet different learners’ capabilities.

Also, learners with disabilities should be allowed to learn at the same level as the rest. This is because almost every classroom today is likely to have one or more learners with physical disabilities. Therefore, these exceptional learners should be given a free and welcoming environment where they can learn with their peers and not feel uncomfortable. According to (Snyder & Dillow, 2015), the total number of learners with disabilities who are being served by special programs surged from 3.7 million in 1977 to almost 7 million in 2013.

Furthermore, teachers and instructors should hold the necessary professional qualification and experience required to handle learners with diverse needs. The teacher should effectively empower and enhance all the classroom strategies that address diverse learners. Therefore, schools should hire a teaching staff who are trained and qualified in handling diverse learners.

It is also crucial for public schools to implement teacher education programs that prepare teachers for multicultural education. All the departments should be in line with the reform policies that create an enabling environment for the implementation of multicultural education. Teachers should be provided with training programs that promote knowledge and awareness of multicultural education.

The use of various games and activities in a multicultural classroom setting will foster inclusivity. It is also a great way of encouraging learners to share their culture and heritage. Besides, this can be beneficial since the learners will be actively involved in the different learning styles and can share about oneself without judgement. Such activities offer a safe space for dialogue and act as a pathway to in-depth interactions. Immigration stories, field trips, ethnicity exercises, poetry, and sharing meals are some of the games or activities that can be used in a multicultural classroom.

Moreover, the school has a role of being a social institution which encourages diverse cultural groups to form their unions and organizations. These groups should also be granted equal rights as other dominant groups for them to succeed in various activities. Most importantly, different cultural-related programs should be implemented that engage learners and families in various socio-cultural activities. Such actions will promote and strengthen social links among diverse learners.

Finally, the school environment should portray understanding, care and respect among learners. In such a situation, a teacher should take the role of ensuring that cultural differences are not obstacles that affect the learners right to education. A multicultural curriculum should also be implemented to include lessons on different cultural backgrounds, traditions, experiences and beliefs. This will enable learners to identify and understand the diverse cultural groups in the classroom as well as their importance.

Conclusion

Several research studies state that teacher effectiveness in a multicultural classroom setting is more critical to student academic success than their race and culture (Darling-Hammond, 2016). As a result, multicultural learners who have been assigned the most effective teachers perform much higher than those taught by less effective teachers. With the help of effective teachers, low-performing learners have the potential to become top performers.

Multicultural education is a broad concept that requires educators to understand that delivering basic concepts in an equal manner is very significant. Learners have different characteristics, and through multicultural learning, they become active participants in society. Besides, this concept has changed since the civil rights movements and immigration in the United States. As a result, many public schools received and admitted diverse learners from different countries and cultural backgrounds.

Therefore, multicultural education and cultural diversity is a concept that has been existent for a relatively long time. When implementing the idea, educators should adhere to the importance of multicultural education and the relevant teaching philosophy that matches the system. Besides, schools should act as social institutions to encourage diversity and implement social programs that narrow the achievement gaps between diverse learners. Multicultural education systems promote cultural appreciation, morality, teamwork and solidarity among learners.

References

Banks, J. A. (2008). An introduction to multicultural education.

Bonilla-Silva, E. (2015). The structure of racism in colour-blind,”post-racial” America.

Crook, C. (2014). Educating America’s Homeless Youth through Reinforcement of the McKinney Vento Homeless Assistance Act. Faulkner L. Rev., 6, 395.

Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91.

Gay, G. (2004). The importance of multicultural education. The curriculum studies reader, 315, 320.

Gollnick, D. M., & Chinn, P. C. (1986). Multicultural education in a pluralistic society. Charles E. Merrill Publishing Co., 1300 Alum Creek Dr., Columbus, OH 43216.

Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society. Pearson Higher Ed.

Monger, R., & Yankay, J. (2014). U.S. Lawful Permanent Residents: 2013 Annual Flow Report. Washington, DC: U.S. Department of Homeland Security, Office of Immigration Statistics.

Pollock, M. (. (, 2008). Everyday antiracism: Getting real about race in school. The New Press.

Snyder, T. D., & Dillow, S. A. (2015). Digest of Education Statistics 2013. NCES 2015-011. National Center for Education Statistics.