The document discusses creating a classroom environment that fosters diversity and cultural awareness. It states that teachers must be knowledgeable about student diversity and implement strategies like acceptance and tolerance. This creates an open climate where all students are treated equally and instruction considers diverse learning styles. Recognizing family/community resources promotes civic responsibility and helps students apply skills outside school. Overall, the document emphasizes the importance of teachers understanding diversity and creating inclusive, culturally sensitive classrooms.
INTRODUCTION:
Whenever two or more people come together with a shared purpose, they form a culture with its own written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures. These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Each cultural environment provides a set of standards to which we must adapt. Our behavioral patterns change dramatically from one cultural context to another. We are expected to behave in accordance with our cultures, but if we choose not to go along, we must be prepared for the consequences. When we select goals for ourselves that violate the culture, we must either change the culture or endure a never- ending struggle.
Changes in culture that are initiated by a group need cultural support of the members of the group, or else they will not last long. A supportive cultural environment is needed for a lasting change.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
INTRODUCTION:
Whenever two or more people come together with a shared purpose, they form a culture with its own written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures. These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Each cultural environment provides a set of standards to which we must adapt. Our behavioral patterns change dramatically from one cultural context to another. We are expected to behave in accordance with our cultures, but if we choose not to go along, we must be prepared for the consequences. When we select goals for ourselves that violate the culture, we must either change the culture or endure a never- ending struggle.
Changes in culture that are initiated by a group need cultural support of the members of the group, or else they will not last long. A supportive cultural environment is needed for a lasting change.
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
This is a multicultural in Education PowerPoint presentation, this power point helps the readers to understand what multicultural mean it is, how its added into the subject area of teaching, and how diversity is managed in and outside of class room by exercising multicultural education
Here Are 8 Culturally Responsive Teaching Strategies: 1. Diverse Representation in Learning Materials 2. Incorporate Cultural Traditions and Celebrations 3. Culturally Responsive Language Practices 4. Family and Community Engagement 5. Flexible and Inclusive Teaching Strategies
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
1. Cultural Diversity Differences in cultural backgrounds, traditions, and values among students and educators.
2. Ethnic Diversity Varied ethnicities and races represented within the educational community.
3. Socioeconomic Diversity Differences in economic status, including factors such as income, wealth, and social class.
4. Gender Diversity Variances in gender identity and expression among students and staff.
5. Ability Diversity Differences in physical, cognitive, and learning abilities.
6. Linguistic Diversity Varied languages spoken by students and their families.
7. Learning Style Diversity Differences in how individuals prefer to learn and process information.
8. Religious Diversity Diverse religious beliefs and practices among students and staff.
9. Geographic Diversity Variances in the geographic locations from which students and educators originate.
Definition of Diversity in Education
Inclusion of individuals from diverse backgrounds, experiences, and identities.
Encompasses race, ethnicity, gender, socioeconomic status, sexual orientation, abilities, religious beliefs, and more.
Objective of Diversity in Education
- Creating an inclusive and supportive learning environment.
-Recognizing and valuing differences among students.
Scope of Diversity Beyond Demographics
Extends beyond a mix of students to fostering an inclusive culture.
Aims for equity and equal opportunities for all students.
Practical Implementation of Diversity in Education
Inclusive curriculum and teaching practices.
Resources and support services addressing diverse student needs.
Creation of a campus culture valuing and respecting contributions of all individuals.
Overall Goal
Develop an educational environment mirroring broader society.
Prepare students to engage with and contribute to a diverse and pluralistic world.
Benefits of Diversity in Education
Embracing diversity in education offers numerous benefits that contribute to a more enriching and effective learning environment. Here are some key advantages
1. Cultural Awareness and Global Perspective
Exposure to diverse perspectives and cultures fosters cultural awareness and a global mindset among students. Students learn to appreciate and respect different traditions, customs, and ways of thinking, preparing them to navigate an interconnected world.
2. Critical Thinking and Problem Solving
Exposure to diverse viewpoints stimulates critical thinking skills as students are challenged to analyze, evaluate, and synthesize information from various sources. Problem solving abilities are enhanced as students encounter different approaches to addressing challenges.
3. Enhanced Learning Environment
Diverse classrooms create a dynamic and stimulating learning environment where students can engage in meaningful discussions, share experiences, and learn from each other.
The exchange of ideas and perspectives leads to a more vibrant educational experience.
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Multicultural education is vital for fostering inclusivity and celebrating diversity in schools. It involves integrating diverse perspectives into teaching and learning, promoting understanding, respect, and equity among students. By exposing students to various cultures, histories, and perspectives, multicultural education enhances critical thinking, prepares students for a globalized world, and creates inclusive learning environments where all students feel valued and respected.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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4. In learning about diversity and the acquisition of a cultural identity, the concept of culture should be revised. Culture refers to that which has been constructed by humans rather than to things that naturally occur in the environment. Culture is learned, shared, objective and subjective, nurtured and applicable. The sources of cultural knowledge are: race, gender, health, ability/disability, social class, ethnicity, religion, geographic location, age, sexuality, language, and social status. The purpose of studying diversity is to identify not only differences, but commonalities among groups. The culture-learning process may lead to acceptance and ultimately to unity. Exploring the Concept of Culture Course Competency # 1
5. Course competency 1 Pursues the identification of characteristics, practices and beliefs of diverse cultural groups as to compare and contrast similarities and differences among cultures. Seeks to describe the influence of culture, family, gender, socioeconomic status, religion, language of origin, ethnicity and age, upon educational experience. Indicates the need of creating an educational environment and climate which accepts and fosters diversity. Recognizes the importance of family and community involvement in structuring multicultural instruction. Feap 5 Relationship between Course Competency and FEAPs DIVERSITY
6.
7. Cognitive sophistication refers to the use of strategies that promote critical thinking and the sharing of ideas with an emphasis on metacognition.
8. Self-Confidence is achieved through creating an educational environment where respect for others and self-acceptance are promoted.
9. Empathy, by facilitating experiences that explore the thoughts and emotions of others.Curriculum Transformation Contributes to reducing prejudice and to integrating intercultural awareness
10. World literature can be included in Language Arts and foreign language education can include languages of the immigrant population. Math concepts can be taught using global issues and other cultures’ numeration systems can be studied. In the disciplines of History and Social Studies, international events may be considered for class discussions and group projects. Designing Lessons that Address Diversity Integrating culturally appropriate methods of instruction and assessment throughout the school curriculum
11. The Global Community One of the main objectives of teachers is to educate individuals for healthy living within a global society. Once individuals demonstrate the ability to think, perceive, communicate and behave in different ways with people from diverse backgrounds, global perspective has been attained.
12. References Cushner, K., McClelland, A., & Safford, P. (2007). Human Diversity in Education: An Intercultural Approach (7th ed.). Boston: McGraw-Hill. Florida Department of Education. (2010). Florida Educator Accomplished Practices. Retrieved on October 16, 2010 from www.fldoe.org
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