Culturally Sensitive Education

Paper Summary:

This paper examines education as a change agent for cultural awareness and collective need. It discusses educational theories of multicultural education and the characteristics of a culturally sensitive curriculum. It then looks at the role of teachers in imparting the culturally sensitive curriculum. The paper focuses on Pablo Freire's work, "Pedagogy of the Oppressed."

Table of Contents:
Review of Literature
Characteristics of Culturally Sensitive Curriculum
Characteristics of Culturally Sensitive Teachers

From the Paper:

"As the diversity in the US grows, there must be debates about the nature of the reflection of curriculum on a changing population. Through this work it has been made clear that immigrants often feel disconnected from the education of their children, especially when language barriers are an issue. The work of the educator, regardless of the answer tot eh debate is to develop core communications with these parents so as to better teach children their role in a foreign social and cultural environment. Regardless of the level of acceptance of a multicultural classroom within a school or district, no children or parent should feel rejected by it. Debates may not seem like a politically correct way to develop such relationships, but they can be a starting point for opening up a line of communication that further develops the child's feelings of cultural pride and personal self esteem, two issues that are crucial to long term success and civic responsibility and in many ways must be imparted by the culturally sensitive teacher."

Sample of Sources Used:

• Anicich, Maggie; Kirk, Rea. (1999) "Cultural Awareness Education in Early Childhood Education." . 14 pp. (ED433928) at:<http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED433928&loginpage=reflogin.asp&site=ehost-live>.
• Darder, A. (2002). Reinventing Paulo Freire: A Pedagogy of Love. Boulder, CO: Westview Press.
• Freire, P. Ramos, M. B. (2000). Pedagogy of the Oppressed. 30 year anniversary Edition. New York, NY: Continuum International.
• Giroux, H.A. (1981). Ideology, Culture and the Process of Schooling. Philadelphia: PA: Temple Press.
• Giroux, H. A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling: A Critical Reader. Boulder, CO: Westview Press.

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