Creating a Brighter Tomorrow

Paper Summary:

In this article, the writer maintains that multiculturalism in education is an essential element in shaping America's increasingly diverse society. The writer notes that different ethnic, linguistic, racial, and religious groups bring to the contemporary world a wide range of experiences and viewpoints. The writer points out that immigrants who do not speak English fluently are often wrongly tracked toward special education programs, or even tagged as mentally disabled. They are denied even the opportunities for education and advancement. The writer then discusses that multiculturalism seeks to expand the horizons of all Americans through a comprehensive program of showing off the histories and strengths of all the diverse people who comprise the American mosaic. While looking also at its shortcomings, the writer maintains that multiculturalism opens the eyes of students and teachers alike, and lets them know that there are other ways of looking at our society.

Outline:
Abstract
Introduction
What We Know
What We Don't Know
So What? Recommendations for a Way Forward

From the Paper:

"A lack of tolerance and respect for diversity frequently results in stigmatization and permanent problems down the road. Members of minority groups with limited proficiency in the English language are commonly single out as learning disabled. Though these individual's limited success in traditional course of English literature, and reading writing, may largely be ascribed to their never having attend full fluency in the English language, or to their community's use of English on a level that in to consonant with school standards, these considerations are nevertheless ignored, and the person is labeled learning disabled. Caroline T. Clark cites one case of a young Latina in Los Angeles who, in college, was declared to possess a learning disability in reading. The parameters used to make this determination ignored other possible factors, but even worse, they ignored the objective criteria that should be used in the making of such a determination."

Sample of Sources Used:

• Allen, J., & Hermann-Wilmarth, J. (2004). Cultural Construction Zones. Journal of Teacher Education, 55(3), 214+.
• Block, P., Balcazar, F., & Keys, C. (2001). From Pathology to Power: Rethinking Race, Poverty and Disability. Journal of Disability Policy Studies, 12(1), 18.
• Bruch, P. L., & Higbee, J. L. (2002). Reflections on Multiculturalism in Developmental Education. Journal of College Reading and Learning, 33(1), 77+.
• Center, C. (2005). "Desperately Looking for Meaning": Reading Multiethnic Texts. MELUS, 30(2), 225+.
• Clark, C. T. (2003). Examining the Role of Authoritative Discourse in the Labeling and Unlabeling of a "Learning Disabled" College Learner: This Case Study Explores the Role of Authoritative Discourse in the "Learning Disabled" Labeling of a Student Enrolled in a Literacy Course for Preservice Teachers. the "Unlabeling" Process Involved a Situated Understanding of Learning. Journal of Adolescent & Adult Literacy, 47(2), 128+.

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