Over the course of the last 45 years, the process of multicultural education has emerged as one of the most notable paradigms for student development. Although multicultural education is often seen as antithetical to more traditional educational paradigms, the reality is that this process has a number of notable benefits for the development of both education and student understanding. For this reason there is a clear impetus for educators and schools to consider the specific methods that can be used to develop multicultural education paradigms that can be used to enhance the educational experiences of all students. Without multicultural education, the basic context of education will be lost and many students will become further disenfranchised from both the educational system and society as a whole.
[...] Finally, researchers examining the benefits that can be acquired through the utilization of multicultural education note that the use of reading materials that contain multicultural themes have a positive impact for engaging older students. “Novels have much potential for engaging high school students in reading at a time when a myriad of competing interests vie for their attention and time” (Bean, Cantu'Valerio, Senior, and White, 32). Clearly, what this implies is that the process of multicultural education can have notable impacts on the specific with which students engage. [...]
[...] “Secondary English students' engagement in reading and writing about a multicultural novel.” Journal of Educational Research, (1999): 32- 39. Casbon, Jay and Barbara R. Schirmer. “Acceptance and caring are at the heart of engaging classroom diversity.” Reading Teacher, (1997): 602- 605. Garcia, Betty and Dorothy Van Soest. “Changing perceptions of diversity and oppression: MSW students discuss the effects of a required course.” Journal of Social Work Education, (1997): 119-130. Jones, Alison. limits of cross-cultural dialogue: Pedagogy, desire and absolution in the classroom.” Educational Theory, (1999): 299-317. [...]
[...] Unfortunately, most schools attempting to successfully implement a multicultural education program have found that the complexities of achieving this goal often lead to the development of a rudimentary program that only has negative outcomes for the development of multicultural understanding. Thus, improving multicultural education is not just an issue of creating diversity in the school; rather it is an issue of improving the multicultural programs that currently exist. Synthesis of the Data James Baldwin in his examination of his experiences as an African-American in the United States clearly elucidates the complexities of the problems facing students from diverse ethnic backgrounds. [...]
[...] Arguably, the process of multicultural education when applied in this manner can have significant impacts not only on the development of education is a classroom but also on the evolution of the individual student toward a greater understanding of how education fits into the larger context of social discourse. Through this process, the student becomes more than just a warehouse of facts and figures; rather the student becomes a dynamic learner capable of problem-solving and decision-making, critical elements for the evolution of the student. [...]
[...] As a direct result of reducing tensions, all students are able to focus on the context of education, rather than on the issues of multicultural diversity that separate from Clearly, what this suggests is that the process of education is one that is heavily predicated upon the social interaction takes place between individuals in the classroom and in the school. Went multicultural education is utilized to facilitate the development of these environments all students are able to contribute to the process of reducing tension and improving the overall culture in which students from diverse backgrounds can be educated on a level playing field. Further examining the development and implementation of multicultural education programs Casbon and Schirmer make the observation that, “Culturally bound values are subject to misunderstandings between culturally different populations” (602). [...]
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