The point of education is for professors to provide students with a variety of views on a controversial subject, not provide them with their own opinions. In fact, when teachers provide students with multiple point of views it not only makes them more successful, but also establishes a more effective curriculum and education to students. However, while Source G argues that the Academic Bill of Rights push for diversity by removing the already present politics in the classroom results in teachers censoring their beliefs for students, even when they are “experts in their subject matter.” It is important to remember that
Retrieved from http://www.psysr.org/jsacp/ahmed-v3n1-11_17-28.pdf The article is based on the changing demographics and the needs for the need for the human services field to become more proficient as it relates to being multiculturally competent. The author presents several strategies to include awareness, knowledge and the skills domain which through development can increase competency levels. Information provided elicits the importance of social justice and advocacy within the realm of multicultural counseling. The author elaborates on the fact that there
Should Students Choose Their Own Teachers? A controversial issue argued by some is whether students should be allowed to choose their own teachers. Within an educational environment, teachers have different teaching strategies and methods. Moreover, students also learn differently and have different and specific needs when it comes to being educated. For these reasons some are of the opinion that students should be able to choose their own instructors or teachers.
National mandates for inclusion of multicultural components in art education curricula are now in place in the United States (Banks, 2006). The teacher must ensure that people of all cultures are fairly represented, people from different cultural groups and people with disabilities, to ensure that the historical information is accurate and not discriminatory, that the materials do not include papers or stereotyped language, and to embrace and promote diversity with the school community. (ISLLC 2008: 5C; ELCC
Lastly, not only is offering knowledge important, but to give this to the struggle for public righteousness. Critical race theory is a basis for action and is intended to transform education to fit the needs of all students. This transformation is for both society and social group’s struggles which is good because it produces integrity. Limitations the critical race theory may have is that racialization can be falsely generalized and stereotyped for any biological factor that people understand as race to describe the differences. Another is there are CRT scholars who have different claims who are either realists or idealists.
My personal philosophy of multicultural affairs in higher education is predicated on the idea of multiculturalism being a key construct of the foundation of the greater college community. Multicultural education should be engrained and indoctrinated in inner workings of every institution of higher learning. Multiculturalism and its elements should impact higher education directly in the following areas: I. Curriculum – Multicultural Education should be an infused in the pedagogy of all faculty in higher education. Curriculum should reflect a well calculated balance of cultures, perspectives, and theories that accurately reflect and include diverse views and experiences. II.
Multicultural include a wide range of claims involving culture, religion, language, ethnicity, nationality, and race. Culture is the most important element for recognition and is related to multicultural education which is a demand not only for an immigrants group's actual culture but also for the history of group subordination (Gooding-Williams 1998). Different ethnic groups ask from state authorities to have special treatment, exemptions from generally applicable law and assistance to do different things than the majority of inhabitants do. Usually these are religious exemptions, amendments of state school books; funding minority language schools, facilitate ethnic associations and celebrations, representation in government bodies, recognition
The most common argument against implementing school uniforms are student’s self-expression. School uniforms may limit what a student can or not wear with it, but they still can have their own ways of self-expression. One way is by having a different hairstyle, or include accessories, or by even wearing a different style of shoes. School uniforms are the most appropriate way of students expressing themselves without breaking any dress code rules. Many students that know uniforms will be beneficial, but don’t agree with school uniforms will continue to disagree with implementing them.
Questions of abandoning or maintaining one’s home language affects education policy in all immigrant receiving nations. Because of the consequences of colonisation, migration, nation-formation, traditions of exogamy, and modernisation, some degree of bilingualism is typical of most people in the world.” Today the most advanced nations realise that they can no longer be ignorant of the languages and cultures of other people on this planet. This is why bilingual-multicultural education was initiated. It was believed that this approach will build closer ties between the students’ community, their language background, and the educational plan of the school. The students will develop pride in themselves and their heritage.
The disadvantages that migrant students may face in education within their receiving countries can include problems through communication, integration and negotiation. Many of these difficulties arise as a result of existing racism, language barriers, religious indifference and national ignorance to cultural variety. Migrant students may not reach their full academic potential as a result of this cumulative disadvantage (Darmody, 2011) in education. A resolution to this problem can be difficult to pin point although measures have been taken to encourage integration and racial acceptance through constitution giving equal rights to education etc. National teachers and students of the receiving country must make a conscious effort to enable migrant students full development on an academic and social level to avoid these existing
Without self-awareness teachers may not know or realize that they are doing something that is white-culture specific. Sadly, Howard writes that this area is one in which educators “receive little time, attention, or encouragement” within their training programs. His own experiences have shown him that the more he “examined his own ‘stuff’ related to race, culture, and difference” the less likely he was to consciously or unconsciously “expose students to [his] own assumption of rightness, [his] luxury of ignorance, or [his] blind perpetuation of the legacy of White privilege.” Knowing one’s students, the last side of the triangle, is important because educators need to know their students unique histories and backgrounds in order to effectively teach them. Educators can learn about their student’s cultures, racial identities, home situations, languages, learning characteristics, personalities, economic status, and strengths. Educators will be better able to avoid projecting biases and assumptions onto their students when they know more about
As well as this, we should raise awareness to non-Indigenous students so they can be respectful of all cultures within their community (Diplock, 2015). I believe that a critical pedagogy when teaching Indigenous students can make a positive difference to their education. My teaching will emphasise theory and practice in new, collaborative ways (Diplock, 2015). My teaching will be aligned with the Australian Institute for Teaching and School Leadership’s standard 2.4 (AITSL, 2014). When conducting my lesson planning, I will focus my attention on Indigenous culture so all students can understand Indigenous people’s values, beliefs and traditions (Diplock, 2015).
The moral dilemma is that if a teacher has nothing to gain from his or her students taking the test he or she will tend to avoid it. MAP testing is required for students to take some teacher take it seriously others only do it for the pay raise. Even some teachers do not even look at the scores, because the actually talk to their students and find out where the are on their own. It really depends on the teacher. MAP testing should stay as an option, but it should not be required.
Benefits are 1) It causes leaders to collaborate amongst schools and districts resulting in promoting new teaching strategies and ideas to improve education for students. 2) It helps the leader gauge learning by the establishment of minimum teaching standards for all students at each grade level and 3) It gives the leader a method to identify non effective teaching practices and/or teachers. The cons on the leadership is 1) It forces the leader to condense content and teacher must cut and/or condense because of lack of classroom time, 2) It doesn 't give the leadership flexibility in consideration for learning disabled in testing scores 3) Because of the inflexibility and the condensation of the curriculum it leads to a loss of creativity and little depth of understanding in the
I also think educators are having the trouble with the rules because this is something new and challenges to their teaching skills. Educators have to grade students work entirely different and try to make sure the rules are working for them and the students. I believe as an educator knowing that these standards will not help the students stay focus with the materials because the state I am living in, the students are learning from a textbook, which make them complain about it and be confused on the materials from the book. From listening to my child, I believe as a parent and an educator, I think that students are not going to progress at the rate that Common Core believes that they should. I also think that students will retain their grade level because all of these tests they are taking to move to the next grade.