This paper discusses the debate about the precise role of multicultural educational programs for teachers.
Written in 2008; 815 words; 2 sources; MLA; $ 29.95
Paper Summary:
The paper looks at an argument that urban schools, which tend to be the most culturally diverse, tend to be more economically disadvantaged than suburban schools. The paper also discusses the assertions that teachers can find themselves with a hierarchically-imposed curriculum and student testing standards that conflicts with a training where innovation, active participation and broader social contexts are taken into consideration. The paper concludes that teachers should see the concept of multicultural education as an integral foundation for their teaching.
From the Paper:
"The role of multicultural education in terms of teacher training is one that has certainly evolved over the years. From starting out as a simple acknowledgement that teachers throughout the school system should have some basic familiarity with the diverse backgrounds of their students, it has grown into a more complex and more comprehensive series of philosophies, concepts and pedagogical methodologies to enable teachers to much more effectively reach students from a wide variety of cultural backgrounds. This growth is welcome as the numbers and proportion of children from minority and/or multicultural backgrounds has continued to increase in school districts across the country, instilling more urgency and immediacy into the task of multicultural teacher training, especially given the downward trending of student achievement scores in some areas (Duarte.) As might be expected, this phenomenon has also created some points of disagreement about the precise role of multicultural educational programs for teachers."
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