Multicultural Education in the US: Current Issues and Suggestions for Practical Implementations

Alghamdi, Yahya

doi:10.5296/ije.v9i2.11316

Cited by 11 publications

(9 citation statements)

References 8 publications

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“…The lack of contrasting ideological stances, rationale, or debate in the presentation of facts within textbooks, complicates the classroom experience. Teachers are expected to promote a range of opinions that challenge students to engage with the content and form educated opinions (Alghamdi, 2017); however, the limitation of resources and the diminishing of counter-arguments in many textbooks make this task exponentially arduous.…”

Section: External Constraintsmentioning

confidence: 99%

Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem

Scott

Husain²

2021

JEI

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The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States’ K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent ‘one-size-fits-few’ strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.

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Section: External Constraintsmentioning

confidence: 99%

Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem

Scott

Husain²

2021

JEI

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“…Banks and Banks [5] put forward five dimensions regarding the issue. First, content integration, that is, how should teachers integrate knowledge and how many examples from different cultural backgrounds should be incorporated into their curriculum system [1]. When teaching students from different cultural backgrounds, the teacher should give examples of multiple cultural contents for a teaching topic or knowledge point.…”

Section: Multicultural Education In the United States And Five Key Dimensionsmentioning

confidence: 99%

“…The third is about the reduction of prejudice, which helps students be able to accept their uniqueness and the differences of others and to establish the correct values [1]. In this process, teachers should show their sense of cultural identity to minority cultures, so as to cultivate students' attitude towards accepting different cultural knowledge.…”

Section: Multicultural Education In the United States And Five Key Dimensionsmentioning

confidence: 99%

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Analysis on Chinese Multicultural Education System Modelling After American Multicultural Education and Suggestions

Hu¹

2021

Advances in Social Science, Education and Humanities Research

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In the past few decades, the development of marketization, modernization and globalization in the People's Republic of China has led to conflicts between economic prosperity and the protection of ethnic minorities' cultures. The main issues studied in this paper are the problems and suggestions for implementing China's multicultural education. Through literature review and comparison with the situations in the United States, this paper finds that compared with the United States, China's multicultural education is still in its primary stage due to its cultural background, large population base, and national condition. In response to this problem, it proposes that schools should hire more teachers with different cultural backgrounds; education departments should train teachers how to teach in multicultural classrooms; the government should balance the educational resources between the urban and remote areas.

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“…There are several advantages by implementing a multicultural educational system to meet students' various needs (Alghamdi, 2017). It creates and engaging, and socialization classroom climate develops confidence and friendship between students and their teacher, which may increase students' performance, helps students understand different perceptions, give students the opportunity to get to know their classmates and teachers which in turn builds empathy.…”

Section: Multicultural Educationmentioning

confidence: 99%

Elementary School Teachers’ Perspectives And Practices Of Multicultural Education In Indonesia

Anggriawan¹

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I would like to thank my committee members who have been there to support and guide me through this process. Dr. Miranda Lin, as my committee chair and advisor, who has been by my side since my first semester at Illinois State University (ISU). With your countless support and kindness, I believe that I could not have made it this far in my peaks and valleys. Dr. Thomas A. Lucey, with his insightful knowledge and feedbacks, which is really helpful for me to finish this thesis process and also set a great role model as an educator and a researcher. Dr. Mohamed Nur-Awaleh, for his valuable time and give the constructive feedbacks. Along with my committee members, I also want to thank to Dr. Ryan Brown, as the graduate coordinator, Dr. Erin Mikulec as Fulbright Liaison, and all of the faculty members who have become my teachers and mentors. Through their guidance and mentoring, I have acquired knowledge, and skills that will last a lifetime. My Indonesian and international friends at ISU who have shared this two-year journey with me. I want to thank my colleagues and fellow Master students. The support and friendships I have gained through this process will last a lifetime, have been able to develop friendships and professional colleagues. Finally, I would like to acknowledge and thank my family and friends who are far there but always close for me. I dedicated this thesis and my life too, for the onlyone person who teach me many lessons in my life, my beloved mom. "It is always for you." R.A.

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Multicultural Education in the US: Current Issues and Suggestions for Practical Implementations

Cited by 11 publications

References 8 publications

Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem

Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem

Analysis on Chinese Multicultural Education System Modelling After American Multicultural Education and Suggestions

Elementary School Teachers’ Perspectives And Practices Of Multicultural Education In Indonesia

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