Essay on Multicultural Education in the US

Alghamdi, Y. (2017). Multicultural Education in the US: Current Issues and Suggestions for Practical Implementations.

Multicultural education is any form of learning or teaching that incorporates histories, texts, values, beliefs, and perspectives from diverse cultural backgrounds. Countries that are enjoying the post-industrial era have high numbers of immigrants who come searching for work and freedom. Classrooms in the United States have students from diverse cultural backgrounds. There is a need to examine multicultural education, its historical background, key dimensions that encompass the phenomenon, dilemmas that are hampering developments in the sector, and practical suggestions to spearhead changes in the education system (Alghamdi, 2017). To fit the requirements of the research, the paper chooses to offer a critique of the article “Multicultural Education in the US: Current Issues and Suggestions for Practical Implementations.” The article is appropriate for the study since it offers insight into the topic of discussion. Also, the author has given an in-depth analysis of challenges that have paralyzed successful multicultural learning in the United States. The research for critique offers an overview of the critical dimensions encompassing multicultural education, significant issues that affect the same, dilemmas associated, and practical suggestions.

In the article, the author introduces the topic of multicultural education by defining the concept as a process that delivers basic education that is suitable for all in the society. Diverse students seeking to learn in the United States need recognition by incorporating principles of multiculturalism. The research notes with concern that the existent differences in cultural practices within the United States is due to immigration that has seen many people move to the US (Alghamdi, 2017). As such, the divergent cultural origins necessitate that the education system accommodates everyone regardless of their cultural background. Fostering education requires an inclusive and understanding environment. Five significant dimensions encompass the concept of multicultural education, namely, content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering of social and school structures.

Educators in schools should be able to apply content integration to address the issue of multiculturalism within institutions. For instance, incorporating basic examples from all races during learning can help many feel included. Immigrant students and blacks are the victims of circumstances in many cases within the United States (Alghamdi, 2017). The author of the article notes with concern that curricula in schools should encompass diversity in a bid to promote fairness within the learning environment. Generalizations and principles that are vital to the understanding of various concepts can be drawn from diverse cultural backgrounds. Teachers should reflect on diversity when selecting curriculum materials for use in institutions.

Second, knowledge construction is a critical dimension of multicultural education. The author of the article notes that learners need to develop skills on how to make decisions, examine, view, or analyze matters that can build knowledge construction (Alghamdi, 2017). In his work, the author has explained the essence of knowledge construction and the possible implications of ignoring it in a multicultural society vividly. Through the learning of societal norms, values, and biases, a leaner can know their conformity standards within a setting. Obstacles that challenge successful knowledge construction among learners should be addressed to achieve the meaning of a multicultural education system.

The third dimension that is important in the understanding and fostering of multicultural education is prejudice reduction (Alghamdi, 2017). The author of the article notes that educators should train learners on how to develop democratic racial attitudes for mutual co-existence within the learning environment. Teachers are meant to change the perception of learners on others from diverse racial backgrounds. The research asserts that the role of teachers is to ensure that students develop positive ethnic and racial attitudes for a better society in the future. Failure to adhere to prejudice reduction in institutions can hamper any effort to promote multicultural education.

Equity pedagogy is another crucial dimension that the article highlights. Teachers should consider the fact that students have different cognitive abilities. Cognitive abilities are a significant measure of a learner’s capability in education. As such, teachers must acknowledge the fact that there are students who take longer to understand while others require no much time. Incorporating the family lives of learners from different cultural backgrounds can help foster the equity pedagogy. The article mentions that it is the role of teachers to ensure that equity is ploughed among learners for better grasping of concepts in class.

The last and essential dimension of multicultural education in the United States is empowering school and social culture. Schools have learners from diverse cultural backgrounds, and it is their role to shape behavior among students (Alghamdi, 2017). Opportunities within the learning environment should be accorded in a free and fair manner. For instance, an institution that favors whites over blacks does not promote equity among all races. Racial discrimination hampers efforts that are made to promote multicultural education within the United States. Learning strategies that foster good relations and reduce racism or bigotry should be put in place to ensure set objectives are achieved.

The article notes the advantages of fostering multiculturalism within the society and how they have impacted learning. Multicultural education reduces the educational gap between the white students and minority groups (Alghamdi, 2017). Notably, there is a difference in the cognitive abilities of students from different races. However, it is the work of multicultural education to ensure that the gap is reduced for equality and understanding. This can be done by organizing special programs that can boost their knowledge. Also, multicultural education systems reduce racial attitudes among learners as instilled by cultural backgrounds. Through multicultural education, students can learn various concepts, which prove to be crucial in their life within the society. Learning in an environment that has colleagues from other cultural backgrounds might prove resourceful for individuals within the United States, as asserted by the author in the article.

Multicultural education creates an engaging and socialization classroom climate, which is essential to learners in a diverse setting. Classrooms offer much the chance to engage others and discuss issues that might be challenging to a learner. By so doing, one gains more insight and conceptual understanding within any setting (Alghamdi, 2017). Multicultural education promotes cognitive thinking kills of a learner and improves their creativity. The author of the article has examined the role that multicultural education plays to ensure that students improve their critical thinking. A multicultural educational program develops confidence and friendship among learners and educators. For instance, one can bond with their teachers, which promotes academic performance in class. As such, multicultural education is seen to be important in fostering social conformity and understanding.

The article discusses the key issues that are challenging the successful enrollment of multicultural education within institutions in the United States. Different cultural backgrounds pose a significant challenge to the execution of operations related to education. Learners from different backgrounds have un-equal understanding abilities, as mentioned in the research (Alghamdi, 2017). The blacks and other immigrant groups are disadvantaged regarding cognitive abilities, but institutions should help boost their understanding to promote equality. Learners must drop their cultural identity in favor of multiculturalism. According to the article, many should undergo assimilation and embrace what other backgrounds can offer regarding culture and learning. Educators who have failed to recognize cultural differences in learning institutions are also a challenge to multicultural education. It is the role of an educator to promote positive racial attitudes among learners.

Another challenge that has derailed the successful implementation of multicultural education is the failure of educational organizations to address diversity. Application of a similar strategy to address challenges that are facing both minority and majority groups proves to be futile since cultural diversity plays a role. Strategies used to teach bright students should be accommodative of those with lower IQs. Other challenges, as contributed by learning institutions, include the same test measure, marginalized performance, and bias towards uniformity (Alghamdi, 2017). For instance, a teacher in a multicultural institution should incorporate strategies that advocate for diversity in any learning institution. The issue of impoverished blacks and other minorities poses a significant challenge to achieving targets of multicultural education. The perception of black students being weak in class should be considered to devise better mechanisms for their improvement.

The article presents essential suggestions that can help change the face of multicultural education within the United States. Professional and diverse teachers should be employed to provide the required guidance in the sector (Alghamdi, 2017). Employing teachers who are specialized in one area might hurt efforts to improve, hence the need for professionals. Implementation of any educational policy is dependent on the set strategies to achieve the required standards. Improper implementation will paralyze the delivery of content in institutions of learning.

The author recommends that teacher education programs should be put in place. Such programs aim to increase the educator’s ability to deliver content that promotes multiculturalism among students. Teachers should be taught on how to incorporate diversity in all learning models for a better understanding among learners. Institutions of learning within the states need to play their roles appropriately. A school as a social institution should train learners on how to live with others and maintain high conformity standards. Learning institutions should acknowledge the existence of diversity, as evidenced in the United States’ cultural background. Institutions should be at the forefront of supporting reforms to embrace multicultural education (Alghamdi, 2017).

Research work conducted in the article “Disability in Multicultural Theory: Conceptual and Social Justice Issues”, highlights disability in a multicultural context (Anastasiou, Kauffman & Michail, 2016). In what seems as a critique for the work conducted by Yahya Alghamdi, the article examines the concept of those disabled and how easily one can differentiate between disabilities in minority groups. The article gives detailed information on reasons why the disabled are facing difficulties in education, especially in a multicultural setting. The study exposes Yahya’s work for failing to capture the issue is disabilities in a multicultural context (Anastasiou, Kauffman & Michail, 2016).

To sum it up, the article presents crucial information on the progress that multicultural education has made in the US history. It highlights dimensions that encompass the concept of diversity and education. The dimensions of multicultural education recognized in the research include content integration, knowledge construction, equity pedagogy, prejudice reduction, and empowering social and school structures. The study also mentions the advantages associated with multicultural learning. The article is resourceful in directing those who are carrying out a background check on multicultural education and its impact in the United States. The suggestions that the author lists can help change the face of multicultural education. However, the article concentrates much on the historical background, rather than issues that encompass the phenomenon.

References

Alghamdi, Y. (2017). Multicultural Education in the US: Current Issues and Suggestions for Practical Implementations.

Anastasiou, D., Kauffman, J. M., & Michail, D. (2016). Disability in multicultural theory: Conceptual and social justice issues. Journal of Disability Policy Studies, 27(1), 3-12.