Diversity & Inclusion

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FTD4 – Diversity & Inclusion Task 3 A.

B. As we investigate how best to respect a variety of cultural differences in the classroom, let’s begin by reviewing the aspects and definition of culture. By definition, culture refers to the behaviors and beliefs characteristic of a particular social, ethnic, or age group. Culture represents the ways in which people or groups define themselves, engage and contribute in societal practices and values. Culture is represented by a variety of shared facets including language, values, customs, rules or laws, technology and the institutions of religion, family, education and work. Multicultural education has been evolving since the 1960’s, in both practice and theory. It would be difficult to find two teachers or other education professionals that would define multicultural education in the same way. Typically people, including educators,

form their opinions based on personal frame of reference. Multicultural education encompasses many aspects of change and transformation in the educational system with its defining characteristics being different based on who is asked. Some see multicultural education as curriculum based, adding and utilizing educational materials that more fully and accurately represent the cultural groups that make up our society and world, groups that have typically been underrepresented (Gorski, 2010). Others feel that multicultural education is demonstrated by changes in teaching styles and classroom climates. There are those who focus on the shifts in policy changes for issues such as standardized testing, funding inequalities and student tracking. Some look at multicultural education as just one facet of a bigger societal transformation (Gorski, 2010), where we must constantly inquire and question the world around us, and what role education plays in global progress. There are several shared beliefs about multicultural education that provide the basis for its’ understanding (Gorski, 2010). These...
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