Multicultural education is not just a singular focus but a complex diversity which relates to many aspects such as race, ethnicity, social class, language use, gender, sexual orientation, religion, ability, other social and human differences, and so forth. Multicultural education advocators put more interest in how the sociopolitical context of the United States and our global society shapes schools and therefore shapes the experiences of the children and adults who inhabit schools. This BIG idea radiates from the conceptual understanding of the sociopolitical context of multicultural education, the goals of multicultural education, school reforms, racism, discrimination, and expectations of students’ achievement to structural and organizational issues in schools, culture, identity, and Learning, linguistic diversity in U.S. Classrooms and adapting curriculum for multicultural classrooms. In chapter 1, through the demonstration of relationship and interaction of identity, difference, power, and private, it has been concluded that schools and teachers should pay more attention to create equal environment, policies, and practices to complete the educational structure. Also, NCLB has been considered a successful example of multicultural education. However, I am still wondering what the bottom line or dividing line is . How far we could go to define what the exact content of multicultural education. Without doubt, multicultural education is a sort of critical thinking but what is the real vision or what will this perspective lead the national wide education to?
In Chapter 3, further demonstration has been given around multicultural education. Multicultural education represents a way of rethinking school reform because it responds to many of the problematic factors leading to school underachievement and failure. This discuss leads us to an intriguing insight. Multicultural education is simply a good pedagogy, which means all good education takes students seriously, uses their experiences as a basis for further learning, and helps them to develop into informed, critically aware, and empowered citizens. I largely agree some comments that are made in the chapter and would like to emphasize that we as teachers should take our students seriously. It is not just students’ problem if they are not able to achievement their academics. Sometimes, we teachers should think over what are the good method to help our students become more successful.
It is so complex and complicated to connect diversity and discriminations. Focusing on the persistence of racism and discrimination and low expectations is in no way intended to deny the different family and economic situation of may poor children and children of color, or its impact on their school experiences. Moreover, poverty can lead such problems as drug abuse, violence and other social ills. However, blaming poor people and cultural groups for these problems is not the way to solve the problems. Under this circumstances, in my opinion, we as teachers or educators should think more about the inside of the students and their homes instead of just outside of their situation.
Due to the limited role of teachers, students, parents, and communities, the organization and structures of schools often are contrary to the needs of students. Curriculum decisions in public schools are usually made by those furthest from the lives of students- namely, central and state boards of education, with little input form teachers, parents and students. Although school is a place where a lot of talk goes on, it is seldom talk , and teachers lose our on an opportunity to learn firsthand from students about their educational experiences and what could improve them. So both teachers and students spend the most time in schools and classroom often have the least opportunities to talk about their experiences. That is totally true in our school life. Mostly teachers and students communicate academically. However, students not only come to learn academically at school but know how to grow up positively. So schools and teachers should create more opportunities for students to talk about their learning experience in school and at home as well.
Chapter 6 discussed how culture can influence students’ learning at school in crucial ways. Through a research of student’s learning style, teacher get to understand that students of different background might differ in their learning preferences. Thus, culture behind gives an impact on learning. Teachers should recognize the difference and figure out some programs or lesson plans to meet the requirement of the students of diverse background. Also, they should provide students with a caring environment to make the accommodations necessary to promote their students’ learning. Culture does matter on students’ learning.
With a brief overview of the history of language diversity in U.S. Schools, language policies and practices in the United States have ranged from a grudging acceptance of language diversity to outright hostility. And this turn out to be the barriers to students’ learning. Despite of the hostility, bilingual education has ultimately proved to be an effective program for students for whom English is a second language, because it is based on a fundamental critique of the “assimilation equals success” formula on which much of our educational policy and practice is based. Still, some problems exist for those English learners who have low status and separated from other students for instruction. Regardless of the social class or economic status, bilingual education can be considered to be a very successful. Educators and policy maker should take this into account and put forward into our multicultural education.
In chapter 10, the first two adapting curriculum has impressed me by efficient teaching design and effective learning. However, I am wondering how could we put this into action in our school for we are not able to give it so many hours on similar special groups. What is more, it spend a team of members to work together through the whole summer to design for it. What made me more hesitating is the adapting curriculum 3, many of which I could not agree to. Some big ideas are still TOO BIG for elementary school students and it is pretty challenge for them to make a big private profile. As everybody knows, the structure of family today has been largely changed and , for students, they are not at a mature age level to face and accept some kind of changes, such as parents’ divorce, separate, or missing, maybe even worse. For them, family mostly belongs to his or her private not public. So it could be very difficult for some students to tell their stories. Problems also exists in high schools.
In Chapter 3, further demonstration has been given around multicultural education. Multicultural education represents a way of rethinking school reform because it responds to many of the problematic factors leading to school underachievement and failure. This discuss leads us to an intriguing insight. Multicultural education is simply a good pedagogy, which means all good education takes students seriously, uses their experiences as a basis for further learning, and helps them to develop into informed, critically aware, and empowered citizens. I largely agree some comments that are made in the chapter and would like to emphasize that we as teachers should take our students seriously. It is not just students’ problem if they are not able to achievement their academics. Sometimes, we teachers should think over what are the good method to help our students become more successful.
It is so complex and complicated to connect diversity and discriminations. Focusing on the persistence of racism and discrimination and low expectations is in no way intended to deny the different family and economic situation of may poor children and children of color, or its impact on their school experiences. Moreover, poverty can lead such problems as drug abuse, violence and other social ills. However, blaming poor people and cultural groups for these problems is not the way to solve the problems. Under this circumstances, in my opinion, we as teachers or educators should think more about the inside of the students and their homes instead of just outside of their situation.
Due to the limited role of teachers, students, parents, and communities, the organization and structures of schools often are contrary to the needs of students. Curriculum decisions in public schools are usually made by those furthest from the lives of students- namely, central and state boards of education, with little input form teachers, parents and students. Although school is a place where a lot of talk goes on, it is seldom talk , and teachers lose our on an opportunity to learn firsthand from students about their educational experiences and what could improve them. So both teachers and students spend the most time in schools and classroom often have the least opportunities to talk about their experiences. That is totally true in our school life. Mostly teachers and students communicate academically. However, students not only come to learn academically at school but know how to grow up positively. So schools and teachers should create more opportunities for students to talk about their learning experience in school and at home as well.
Chapter 6 discussed how culture can influence students’ learning at school in crucial ways. Through a research of student’s learning style, teacher get to understand that students of different background might differ in their learning preferences. Thus, culture behind gives an impact on learning. Teachers should recognize the difference and figure out some programs or lesson plans to meet the requirement of the students of diverse background. Also, they should provide students with a caring environment to make the accommodations necessary to promote their students’ learning. Culture does matter on students’ learning.
With a brief overview of the history of language diversity in U.S. Schools, language policies and practices in the United States have ranged from a grudging acceptance of language diversity to outright hostility. And this turn out to be the barriers to students’ learning. Despite of the hostility, bilingual education has ultimately proved to be an effective program for students for whom English is a second language, because it is based on a fundamental critique of the “assimilation equals success” formula on which much of our educational policy and practice is based. Still, some problems exist for those English learners who have low status and separated from other students for instruction. Regardless of the social class or economic status, bilingual education can be considered to be a very successful. Educators and policy maker should take this into account and put forward into our multicultural education.
In chapter 10, the first two adapting curriculum has impressed me by efficient teaching design and effective learning. However, I am wondering how could we put this into action in our school for we are not able to give it so many hours on similar special groups. What is more, it spend a team of members to work together through the whole summer to design for it. What made me more hesitating is the adapting curriculum 3, many of which I could not agree to. Some big ideas are still TOO BIG for elementary school students and it is pretty challenge for them to make a big private profile. As everybody knows, the structure of family today has been largely changed and , for students, they are not at a mature age level to face and accept some kind of changes, such as parents’ divorce, separate, or missing, maybe even worse. For them, family mostly belongs to his or her private not public. So it could be very difficult for some students to tell their stories. Problems also exists in high schools.
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