Struggles Facing Multicultural Curriculum in Essay Example
Struggles Facing Multicultural Curriculum in Essay Example

Struggles Facing Multicultural Curriculum in Essay Example

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  • Pages: 6 (1631 words)
  • Published: October 15, 2017
  • Type: Essay
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The implementation of a multicultural curriculum in public schools presents challenges because of the lack of knowledge and resources necessary to foster an inclusive environment for students from diverse backgrounds. The aim of this educational approach is to offer equal opportunities to all students, regardless of their race, ethnicity, gender or socioeconomic status. Teachers play a crucial role in guiding their students towards developing a balanced cultural identity that recognizes the diversity and richness both within America and around the world (Banks, 2001). Despite various attempts by public schools to incorporate multiculturalism into their curriculum, these endeavors have largely been unsuccessful.

Students are losing motivation and interest in school due to a lack of cultural relevance and meaning in their education, according to Ford & Harris (2000). They want an education that aligns with community values and goals. Teachers believe this is

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due to the emphasis on standardized curricula and measuring output dictating what content is taught.

The increasing significance of national and state testing has resulted in educators giving preference to test-related subjects instead of multicultural education due to teachers' inadequate preparation and greater emphasis on meeting standards. However, as society becomes more diverse, it is essential for education to transcend conventional limits by incorporating cross-cultural teaching that caters to all students.

It is essential for students to acquire skills to navigate a multicultural world. To accomplish this, it is vital to establish a classroom that honors and understands all cultures and groups. Teachers should ponder fundamental inquiries while designing a multicultural curriculum, such as whether they value diverse voices in the classroom, stimulate open conversations on critical topics about diversity and multiculturalism, and equip students for

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life in an assorted society. By addressing these questions when creating class activities, teachers can enhance student engagement irrespective of their background. It is crucial that instructors ensure course materials represent various groups like women, international cultures, people of color, and those with disabilities.

In a multicultural classroom, it is crucial to avoid perpetuating negative stereotypes by refraining from making cultural generalizations. To achieve this, an inclusive learning environment must be established where students can freely express their thoughts without the fear of criticism or exclusion. An effective method of accomplishing this is through the use of diverse questions that cater to all cultures, ensuring equal educational opportunities for all students (King, 2000).

In 2000, Ford ; Harris conducted a study on underachievement among gifted, potentially gifted, and general education students. The study involved interviewing 43 Black students in grades 6 through 9 about their curricular needs and concerns. It was revealed that 41% of the students were tired of learning about White people in class, 87% enjoyed school much more when they were learning about people of their own culture and race, and all students supported the idea of learning more about Black people in school. Many of the Black students felt that White people were only advancing other White people and leaving Black people behind and ignorant. According to the study, Black students see their education as lacking in cultural relevance and meaning. The gifted Black students want more from their educational experience than is currently being offered.

Incorporating Multiculturalism into the classroom offers numerous benefits to students. It allows students to develop a sense of identity and ownership within their educational journey. Students desire a

well-rounded education that encompasses various perspectives. According to Ford ; Harris (2000), it is essential that students have a diverse educational experience that aligns with our diverse nation. However, the recent emphasis on standardized testing has resulted in challenges for multiculturalism within the classroom. Many teachers avoid discussing topics that do not relate directly to the standard curriculum, therefore hindering the incorporation of multiculturalism.

According to Bohn and Sleeter (2000), there is a narrowing down of the curriculum in schools to cater to test and accountability standards. This is attributed to new state standards and assessments, which have prompted school districts to prioritize standardization and content over other considerations. The focus on enforcing curriculum standards by the state is gaining traction at the expense of multicultural education in public schools. Test preoccupation is one of the most worrisome elements of this standards movement, with standardized education expected to be less interesting for students.

Students will be provided with a collection of textbooks that largely adhere to the standard curriculum. The textbooks present information in a straightforward manner, with a limited amount of pre-digested knowledge for students to learn as unquestionable facts. They are formulated to be culturally neutral and noncontroversial, so as to minimize dissenting opinions and discourage inquiry and critical thinking.

The textbooks portray all families as content and residing in pleasant homes within desirable communities. Multicultural education emphasizes fostering an environment where students can freely challenge the existing norms without facing exclusion. Unfortunately, conventional educational programs offer limited opportunities for interactive engagement. Therefore, culturally diverse students are acutely aware of the gaps and inconsistencies present in the textbook content.

According to Bohn ; Sleeter

(2000), Adrienne Rich's poignant quote conveys the distress felt when a teacher instructs students to describe the world but excludes their experiences. This can cause a moment of psychological imbalance akin to looking in a mirror and not seeing oneself. Unfortunately, mandated curriculums, whether found in textbooks or other materials, can obstruct teachers from meeting each student's unique needs in class. Since test scores often dictate the standard course of study, teachers may not have the time to engage in individual discussions. Even if teachers were empowered to create a multicultural classroom environment, it may not necessarily lead to an improvement in education.

Although a standard curriculum may limit exposure to diverse cultures, having an overwhelmingly homogeneous teaching profession can hinder learning as well (Bohn ; Sleeter, 2000). Teachers' personal worldviews impact their decision-making and interpretation of information, resulting in differing perspectives between white educators and Black or Hispanic students. These disparities stem from teachers' belief systems rather than intentional actions. Consequently, mastering multicultural education cannot be accomplished through one workshop session alone because it requires significant time and effort to learn how to teach across various cultures.

To create teaching strategies that are culturally sensitive to their students, teachers must spend time in the communities where they live. It is essential to recognize that multicultural education is not just an additional program in the curriculum, but a full school system overhaul with the goal of promoting equal opportunities for all students. According to Bohn ; Sleeter (2001), genuine multicultural education entails promoting communication amongst diverse groups and collaborating to transform schools for everyone's benefit. Accomplishing true equity for American pupils necessitates cooperation among educators, policymakers, and

students towards this common objective.

Educating students in a global United States poses significant challenges. One crucial challenge is to move away from traditional classrooms that represent only a limited number of cultures. The current educational experience involves a diverse population, necessitating varied teaching strategies for success. Hence, multicultural education aims to provide all children with an identity and sense of belonging within the educational setting. Failure to equip our students with skills required in a global economy risks jeopardizing the United States' dominant position (Banks, 2001).

Multicultural education seeks to incorporate all cultures into the classroom, providing students with the necessary skills and knowledge to embrace diversity in life. Although challenges such as standardized curriculums, poorly trained teachers, and ineffective implementation strategies exist, a diverse cultural curriculum is widely recognized and supported. Ignoring our differences in a nation composed of multiple ethnicities and cultures will result in failure within our public school system. The integration of a multicultural curriculum has faced difficulties due to state assessments and insufficiently educated educators. It is essential for everyone in the school community to work together to develop methods that foster mutual respect, appreciation, and cooperation among students so that they feel a sense of belonging and take ownership of their campus (King, 2000).

The issue with multicultural education is caused by standardized tests and uninformed teachers. The performance of a student is dependent on the actions or lack thereof from their school, making it the duty of both the institution and family to teach about cultural diversity. Failing to do so will lead to an intolerant and uneducated nation that cannot effectively interact on a global

level, ultimately hindering students from being prepared for an increasingly diverse United States.

In my opinion, failing to educate our children on how to exhibit empathy and kindness towards others can lead them towards a future filled with struggles and discord. This notion is supported by Banks (2001).

The Journal of Teacher Education has published an article titled "Citizenship Education and Diversity" by A. P. Bohn and C. Sleeter, which can be found in volume 52 and spans from pages 5 to 12.The given text is a citation in HTML format for an article titled "Will Multicultural Education Survive the Stands Movement" by E. (2001) published in Education Digest, volume 66, pages 17-24.

According to Bohn, A. P. and Sleeter, C. E. (2000), multicultural education plays a role in the standards movement.

The citation for an article titled "Phi Delta Kappan" by Ford and Harris III is presented within a paragraph element with the numbers 82, 156-159.The article titled "A Framework for Infusing Multicultural Curriculum into Gifted Education" by J. (2000) is published in the Roeper Review, specifically in volume 23 with page numbers ranging from 4 to 10.The citation

King, D. (2000). Experience in the Multicultural Classroom. Community College Week, 13, 4-5. Piland, W.

refers to an article by King in the publication Community College Week about experience in a multicultural classroom. It was published in 2000 and can be found on pages 4-5. Piland, W. may have some involvement or relevance to the topic.The article "Student Experiences With Multicultural and Diversity Education" by E., Hess, S., and Piland was published in the Community College Journal of Research & Practice in 2000, with a page range of 531-537.

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