Multicultural Pedagogy in Higher Education
There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural foundation for courses across the disciplines may be a better aim for faculty in higher education institutions. Multiculturalism is a concept that cannot be ignored in today’s society. It is real, it is related to the globalization of higher education, and it is going to do nothing but grow in abundance in the future of higher education settings in the United States. Therefore, “it is critical that colleges and universities play a leading role in preparing its constituents to function effectively in a more pluralistic society” (Benns-Suter, 1993, p. 1). In university and college efforts to prepare students for success in a multicultural world, instructors need to recognize that they can play a lead role by exposing students to multicultural awareness in their classrooms. The purpose of this paper is to discuss the importance of multiculturalism in the classroom and then, based on past research and literature, provide a guide on how to put these ideas into practice. It is meant to serve as a starting point for teachers who seek guidance in multicultural pedagogy. The specific areas covered in this paper include faculty responsibilities, environmental factors, and classroom techniques that will lead to a more multicultural experience for college students. Faculty Responsibilities
Teachers hold a central responsibility for creating an environment that nurtures multiculturalism and embraces diversity. Before examining a possible means toward the development of multicultural pedagogy, this paper will describe the challenges that faculty must take on to prepare for this approach to teaching. By reflecting on their own identities and attitudes, taking the initiative to learn about their students and their students’ cultures, and using their knowledge to act as multiculturally-competent models, instructors can make a positive impact on students in the area of multiculturalism. Through self-analysis, self-critique, and self-awareness, one can reach a position of knowing his or her own identity and then begin to examine how it relates to that of others’ cultures. More specifically, educators should critically reflect on their understanding of multicultural education and their position among the diversity of the student community (McIntyre, 1997). Depending on the cultural background of the educator, there may be more or less work to do in regard to this self-critique. Individuals who are of majority status and may lack knowledge about their own racial and cultural identity are especially encouraged to engage in self-reflection. For example, McIntyre suggests the following: By white educators’ questioning and confronting their white identities and challenging the meaning of being “white” teachers, they can more effectively pursue teaching practices that significantly alter the way white students are educated about themselves and about multicultural education. (p. 653) In her study, McIntyre asked student teachers to examine internalized stereotypes that they held about students of color and found that the stereotypes that arose led to great concerns by these teachers. Among these were worries about whether they could effectively teach students of color, how they were perceived by students of color, and also regarding unequal expectations of performance from students of color. These are all strikingly harsh concerns but signify the starting point from which many teachers must begin in their self-critiquing...
...The Importance of MulticulturalEducation:
A Culturally Responsible Pedagogy
The student population in the United States is becoming more and more culturally diverse. According to Zion and Kozleski (2005), “In urban centers, almost two-thirds of the students are neither European-American nor middle-class” (p. 2). In contrast, the current teaching force continues to be composed of white middle-class women and I find my own situation reinforces this statistic. As a teacher today, I can expect that many of my students will bring customs, values, beliefs, behaviors and experiences into my classroom that are very different from my own. After reflecting on classroom discussions and the articles provided I realize that I must prepare myself with specific characteristics and skill sets to be a culturally responsive teacher. This new knowledge has impacted my teaching philosophies and pedagogy. It has inspired me to think of ways I can implement these ideas into my teaching practice. In doing so, I am confident that I will be able to provide a more equitable learning environment for all of my students.
We as teachers must become culturally responsive in order to meet the needs of our students. Zion and Kozleski (2005) stated that cultural responsivity is about, “cultivating an open attitude and acquiring new skills, and it involves exploring and honoring your own culture...
Respecting Cultural Differences
Avoiding Cultural Bias
Uphold all students to a high standard regardless of their Ehnic or cultural background.
Develope a knowledge &understanding of all students home culture in order to better their behavior in and out of the classroom
Decorate the classroom to reflect to reflect varrious cultures .
Treat every student with respect and appreciate their differences
Pay attention to language patterns use, use neutral language .
Group the students into cooperative learning groups .
Graphic Organization for MulticulturalEducation The United States is by far one of the most culturally diverse countries in the world, because of this, the cultural and ethnic makeup of schools in the United States continues to become more and more diverse on an almost daily basis. Because of the growth in diversity, school e now realize the need as well as the importance of providing a multiculturaleducation to their students .Multiculturaleducation, in the most general sense, is an approach to teaching that values diversity in the classroom diversity in content, as well as methods, perspectives, educators, students, and cultures. For the teacher, it means accepting and embracing the cultural diversity of the students, as a way of encouraging and fostering the personal as well as academic growth of...
Professor Greg Thomas
January 14, 2010
MulticulturalEducation is becoming important in our society, because of the big social change in the United States; Americans have been forced to look at the cultural change in the schools. We have had to address multiculturaleducation and the educational needs of our students which continue to be a struggle for educators.
Multiculturaleducation programs could be put into three categories. Content-focused, student focused, and socially focused.
Content-focused is known to be the most common type of multicultural educational. The students are taught in the curriculum about different cultures. For example holidays.
Student-focused programs address the academic needs of the minority groups of students. This approach helps the students integrate into the main stream of the school system.
Socially focused programs are designed to develop knowledge among the different cultures in our schools.
There are different learning Styles. Every student that comes in your classroom gains and uses the information in different ways: this is done by seeing, hearing, touching, analyzing. As our students are different so are the teaching styles which also may vary from person to person. I have learnt that if a teacher does not try to understand the students in their class there will be a problem passing on the...
|Mary Charles |
Multiculturaleducation is a progressive approach for transforming education that holistically critiques and responds to discriminatory policies and practices in education. It is grounded in ideals of social justice, education equity, critical pedagogy, and a dedication to providing educational experiences in which all students reach their full potentials as learners and as socially aware and active beings, locally,...
Highereducation in the present world has a very long history. Highereducation has deep roots in the early sixth century when first monastic schools were started in Europe which later developed to the famous European university in Bologna during the period between 1088 and 1090. This is the origin of highereducation with all present systems of highereducation borrowing much from this first intuition and system of highereducation. Until early 20th century, highereducation institutions and particularly universities and high level colleges catered only for the elites in the society. Though in this time basic education was enough to secure an individual a well-paying job, the costs of securing a place in the institutions of highereducation as well as maintaining the costs for the period of a given course locked out the middle income earners as well as the poor. Statistically, by the start of 20th century, 3 per cent of the world population had enrolled in universities and other colleges offering highereducation programs. This number was much concentrated in the European continent...
December 1, 2012
Cultural Diversity in the Classroom
Issues in MulticulturalEducationMulticulturalEducation has come a long way but still there is work to be done to ensure an equal and quality education for all students. Schools are doing everything they can to make sure all students feel welcomed and accepted. Even so, some gifted education programs have been criticized for underrepresenting minority students who are culturally and linguistically diverse (CLD). (Ford, 2008). Changes will need to be made to these programs to include minority students who meet the criteria for gifted education. We need to ensure that minorities are not being overlooked when tests for enrollment in these programs are being given.
The Office of Civil Rights, (OCR), is a law enforcement agency that enforces the Federal civil rights laws regarding the discrimination of any person based on race, color, disability, age, origin, or sex. Any program or activity that receives federal funds must abide by these laws. This includes gifted student programs in schools that receive federal financial assistance. The OCR plays a large role in assisting school districts to be accountable for non-discrimination, although few administrators and teachers understand the goals and objectives of the OCR in the context of gifted education. (Ford, 2000)....
...Running Head: MulticulturalEducation
Grand Canyon University
May 4, 2011
This article is a response to a journal entry of a young person view on MulticulturalEducation in America. This article will have some similarly views and also different view on the education of your young people that is shared with the person who wrote the journal entry.
Only in America can someone have a strong opinion about how we should all be like in there eyes, even when we talk the same, dress the same and live in American but that is as far as it goes. MulticulturalEducation is unique in many ways and this type of education help build bridges that help young people excel in school and beyond.
I agree that we do live in the same country, speak the language, eat the food, and do the entire thing Americans do. I also agree with is statement on the responsibility to teach to the best of there abilities to help students, as educators that it is our job to help student achieve success in school so they can be productive citizens. My assumption of this article is that the students has only seen one part of America and does not see that there are many different cultural and race that make education unique and that this make...
The University of Winnipeg
Faculty of EducationEducation For Multicultural Settings
Faculty: Diane Steiner
Assignment # 2
Reflection Paper – Part B
Kewal Singh Kaler
Student Id # 3044799
This assignment was not easy; to complete this assignment I asked my friend who own Limousine Company to help me to attend Christian marriage ceremony, he told me one of his regular client is getting married and he is providing his company services for this function. My friend talked to his clients if he let us attend his function for which he agreed, this way I got an opportunity to attend Christian marriage ceremony, I jumped on it! It was something I had never experienced before. I was not quite sure what I expect at this function so I decided to research Christian wedding ceremonies. The Catholic Church identifies marriage as a sacrament, a sacred encounter between God and his People. The sacrament of marriage views the love between husband and wife as a gift from God. In turn, the love of husband and wife becomes a living sign of Christ's existence and love in the Christian Community. A couple united in the sacrament of marriage lives that sacrament by loving God and practicing their faith. They live the sacrament by the love they have for each other and the unselfish ways they permit that love to mature. They live the sacrament by being open to the gift of children; this is their reason for no...