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 approach The practice of giving equal attention to various altered backgrounds, for instance an undergraduate classroom with students from several different countries and who speak different languages. A process of communicating where more than one cultures, communicating to each other and sharing ideas , thoughts and opinion and creating an interesting environment. However discussing basic characteristics of culture will have student refine their understanding of culture today. (Scupin, 2012) Multiculturalism Cultural diversity arising from the existence within a society, it acknowledges the importance of beliefs, values and ways of life in establishing a sense of self-worth for individuals and groups alike. There are three main models of multiculturalism of which will briefly explain above.
In this case, universities somehow need to provide teacher appropriate training about the diversity and multicultural education. School in Australia has a wonderful system that should be highly recommend to all the university around the world. Their teacher education programs accredited against National Program Standards for initial teacher education (AITSL, 2011), also ensure that can demonstrate these Professional Standards. These programs thus commonly include mandatory units of study that feature material relating to inclusive teaching, considerations of disabilities in the classroom, and understanding of how to teach students from diverse backgrounds in the classroom. Student from the rest of the world is able to establish a good rapport with the local student and teacher, and it may also help the student to relieve the potential pressure from the life such as: the financial pressure of the
As educators we have to be familiar with this in order to create equal education opportunities for everyone. While multiculturalism is valid everywhere, multicultural education beings in schools, which ultimately reflect the community and society as well. To simplify multicultural education, Banks split it into five dimensions, which are Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and Empowering School Culture and Social Structure. All these dimensions combine to create a more harmonious society (Banks & Banks, 1997). The overall goal of multiculturalism and multicultural education is to create educational opportunities for students from diverse racial, ethnic, and cultural backgrounds while encouraging students from those diverse groups to create a respectful and civil community that works for everyone.
According to Colvin, as future leaders, we need graduates who use their ‘intellectual prowess and analytical skill’ to search answers about the problems considering the related community. Adding to that, he says, “The knowledge, attitudes, and skills necessary for effective leadership seem closely aligned with the desired learning outcomes of a liberal arts education, regardless of major” (35). Talking about leadership, Perkins presents a statement of Rebecca Hughes, Director of Education at the British Council in which she said that people with a broad cultural knowledge and academic training which inspire to look at human dimensions happen to lead and succeed as one of the vital elements of leadership is to ‘understanding people and cultures’. In the article “Great News! Your So-Called "Worthless" Liberal Arts Degree Actually Makes You a Better Leader”, Stacey Lastoe mentions about a notable found by the Development Dimensions International which is “humanities graduates did better than MBAs in a number of areas essential to performing as a leader”.
Multicultural competence is the ability to interact effectively with people of different cultures. There are four major components present when discussing multicultural competence: (1) the individual (me) must be aware of one’s own cultural views, (2) know one’s attitude towards cultural differences, (3) Knowledge of different cultural practices and worldviews, and (4) having cross-cultural skills (Adapted from class 2 and 3 definitions handout, as adapted from Pope, R.L. & Reynolds, A. L. (1997)). How does one gain this competency? Is it ever truly obtainable?
The theoretical framework is based, on the one hand, on theories that explain the integration model in each country, which are assimilation and multiculturalism. On the other hand, it is based on the intersectionality theory, which explains the multiple-discrimination that a person can experience. The selected three theories are essential to formulating the research hypotheses, which will subsequently be tested throughout this study. 4.1. Assimilation and multiculturalism The socioeconomic inclusion of female refugees is shaped by the integration model that is adopted by the host country.
A Critical Review of “Gender in Schools: A Qualitative Study of Students in Educational Administration” by Mary Lou Andrews & Carolyn S. Ridenour Though the number of skilled women are increasing by time in administration, management and other job opportunities which have been considered as men’s profession, gender problems still exist in these areas. In the article, Mary Lou Andrews and Carolyn S. Ridenour (2006) make an effort to identify the impact of educational administration graduate class in diversity on students’ awareness of how gender plays a role in school culture and climate. The article seems to be valuable for identifying the diversity of learners and getting information about gender-awareness training. However, the authors fail to choose the right methodology for investigating students’
By educating future teachers, exploring culturally diverse schools, and learning about racism and culture through museums, the teaching work force will be better equipped for educating all children, or Americans future. Educating Future Teachers According to the article “Breaking the Yoke of Racism & Cultural Biases”, it can be found that pre-service teachers have the power to meet the needs of individual students in regards to diversity, race, and culture. These future teachers are becoming more female and more white, while the students are growing more and more diverse in race and culture. It would be ideal for the teaching workforce to become more diverse; however, that does not seem like an easy or quick solution. One of the many ways to limit racism and to encourage the use of culture it to inform future teachers of these issues in their education courses in college (Christian &