Philosophy Of Multicultural Education Ashley Bumpers Strayer

Philosophy Of Multicultural Educationashley Bumpersstrayer Universityd

Philosophy of Multicultural Education Ashley Bumpers Strayer University Dr. Shauna Mayo EDU 512 What Is Multicultural Education? Multicultural Education emerged from the diverse courses, programs, and practices that educational institutions devised to respond to demands needs and aspirations of the various groups (Banks, J. A., McGhee Banks, C. A., 2012).

Multicultural education is defined as a reform movement, ideas, and a process in education. It is believed that all students, all people have the ability, and/or equal opportunity to receive an education. The person’s social status, race, gender, culture, or ethnic backgrounds will not influence their educational opportunity (Banks, J. A., McGhee Banks, C. A., 2012).

Compare and Contrast Prejudice Reduction

All three strategies involve helping students from diverse racial, ethnic and cultural backgrounds. Teachers use activities and lessons to help students develop a more positive attitude towards others. For example, prejudice reduction activities foster understanding and respect by highlighting commonalities among students from different backgrounds. Equity pedagogy involves modifying teaching methods to ensure all students, regardless of their social or cultural background, can achieve academically. Empowering school culture and social structure aim to transform the organization and culture of schools to promote equality and make sure that students of all backgrounds, genders, and abilities experience equal status.

While prejudice reduction focuses on changing individual attitudes, equity pedagogy centers on instructional strategies, and empowerment of school culture addresses systemic change at organizational levels. All three are essential for fostering an inclusive environment that nurtures diversity (Banks & McGhee Banks, 2012).

Theories Compare and Contrast & Personal Experiences

Prejudice reduction was evident during my 6th-grade experience, where diverse posters and discussions on race and ethnicity promoted understanding. My teacher emphasized equality despite differences, fostering a positive attitude towards diversity. In my teaching career, particularly at a satellite elementary school, I encountered a mix of socio-economic, racial, and ethnic groups. The school aimed to balance enrollment but ended up serving predominantly inner-city African American and Hispanic children, with some middle-class Caucasian students added later. I adapted my teaching strategies to meet this diverse population’s needs, ensuring equitable access to education.

At the middle school level, I witnessed tensions surrounding LGBTQ+ students, often due to religious beliefs. I collaborated with the principal to implement inclusive practices and promote a welcoming environment for all students. These experiences underscored the importance of systemic and instructional strategies to foster inclusivity and reduce biases (Banks & McGhee Banks, 2018).

Design of a Multicultural Classroom Unit

My proposed unit targets 9th-grade students, beginning with the essential question, “What is culture?” I will facilitate student definitions and brainstorming about cultural elements such as music, fashion, and governance. Students will analyze their own cultural identities through handouts, identifying shared traits and discussing cultural similarities and differences. Group activities require students to find commonalities among their chosen groups, fostering an appreciation for diversity.

Further, students will define key terms such as homogeneous and heterogeneous, comparing dictionary definitions to their own. Using National Geographic magazines, students select a culture different from their own and list characteristics they share, promoting empathy and understanding. The unit concludes with a discussion on what culture encapsulates, encouraging reflection on the learning process.

The resources include multimedia, handouts, magazines, and questionnaires to engage students actively. The overarching goal is to develop cultural awareness and inclusivity by integrating multicultural techniques like projects, current events, and diverse reading lists. This aligns with ISTE standards that emphasize personalized learning and diverse assessments to meet varied learning styles (ISTE, 2021).

My Philosophy of Multicultural Education

I believe that understanding one’s cultural background is vital for personal identity and respect for others. As educators, fostering this awareness helps develop open-minded, culturally competent individuals. A multicultural curriculum should be centered around student interests and active participation, motivating learners to engage deeply with diverse perspectives.

My goal as a teacher is to inspire students to explore their backgrounds and appreciate the richness of different cultures. To create an inclusive learning environment, curricula must be responsive to cultural identities, allowing students to generate ideas and participate meaningfully. Personal traits can influence teachers' efficacy in implementing multicultural education; therefore, ongoing self-assessment and professional development are critical (Nadelson & Boham, 2012).

Assessment of multicultural curriculum effectiveness will involve evaluating student understanding through projects, presentations, and reflective activities. These measures ensure that students not only acquire knowledge but also develop respect and skills necessary for an increasingly diverse society.

Conclusion

Multicultural education is essential for fostering equality, respect, and understanding among diverse student populations. Various strategies like prejudice reduction, equity pedagogy, and empowering school culture collectively contribute to creating inclusive educational environments. My teaching philosophy emphasizes the importance of cultural awareness, student engagement, and systemic change to promote equity. Future educators must continually adapt and reflect on their practices to meet the needs of all learners in a multicultural society.

References

• Banks, J. A., & McGhee Banks, C. A. (2012). Multicultural Education: Issues and Perspectives (8th ed.). Hoboken, NJ: John Wiley & Sons.
• Nadelson, L. S., & Boham, M. D. (2012). A Shifting Paradigm: Preservice Teachers’ Multicultural Attitudes and Efficacy. Urban Education, 47(6), 1183-1200.
• Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
• Banks, J. A. (2008). An Introduction to Multicultural Education. Pearson Education.
• Villegas, A. M., & Lucas, T. (2007). Educating Culturally Responsive Teachers. SUNY Press.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities. Teachers College Press.
• Phinney, J. S. (1990). Ethnic Identity in Adolescents and Adults: Review of Research. Psychological Bulletin, 108(3), 499-514.
• DeCuir, J. T., & Dixson, A. D. (2004). “So When Do We Start Talking About Race?”: Perspectives of Teachers of Color and White Teachers. Teachers College Record, 106(6), 1074-1102.
• Pompa, L., & Srikanchana, N. (2020). Multicultural Education and Equity in Schools. Routledge.