Road Blocks to Implementing Multicultural Education Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups people of color, women, people with disabilities, etc and to ensure curriculum and content including such groups is accurate and complete. Unfortunately, multicultural education is not as easy as a yearly heritage celebration or supplemental unit here and there. Rather, it requires schools to reform traditional curriculum.
The cross-cultural experience is a planned and evaluated learning experience that places the student in an environment where learning is accomplished through active interaction with a different culture, either within the U.
The cross-cultural experience should help the student form a clearer understanding and appreciation of the characteristics of another culture and its complexity and diversity. While developing a sense of cross-cultural acceptance, students will also gain an appreciation of the sources and values of their own culture.
The primary means of fulfilling the cross-cultural experience requirement will be through an internship, field experience, student teaching, job, or study abroad program that has been designated as cross-cultural.
Students determine how they would like to fulfill this assignment, with the assistance of their education department advisor to Multicultural experiences that the experience fulfills this requirement. All the full-time student teaching placements in an urban setting fulfill this requirement. Preparation for the cross-cultural experience should include the opportunity to investigate the concept of culture and its impact on habits, behavior, beliefs, and values.
Each student should have an opportunity to develop skills and acquire the knowledge necessary for making informed Multicultural experiences and reflections.
This preparation may be done through Hanover courses, workshops, and program orientations. Students must demonstrate an increased ability to understand cultural differences and be able to conceptually relate their own culture to another.
This should include an understanding and respect for the customs and social norms of the host culture regarding gender, class, and ethnicity.
Students should exhibit knowledge of the physical environment, historical heritage, and social institutions of the host societies or communities. The cross-cultural experience is a planned and evaluated learning experience which places the learner in an environment where learning is accomplished through active interaction with the people, language, history, and institutions of other cultures.
The cross-cultural experience should help the student to form a clearer understanding and appreciation of both common characteristics of another culture's people and social institutions as well as their complexity and diversity.
It should allow the student to experience the power of culture as a determinant of human actions, beliefs, and interactions with the environment. Through fulfilling this requirement a student should develop a sense of cultural humility and an appreciation of the sources and values of one's own culture.
Learning through the cross-cultural experience results from many varied components. Students should demonstrate growth in their ability to understand and acknowledge cultural differences and to conceptually relate one's own culture to another.
Areas that should be incorporated in the documentation of this experience include the following topics. What were your educational objectives? How did your expectations change during this experience?
Learning from the experience: What were your hopes for the experience? Do you feel you successfully completed the requirements that were presented to you in this experience?
Do you feel your performance best represents you? What were the benefits of this experience for you? What knowledge, insights and skills did you develop? What was difficult about the experience? Institutional structure of the host societies or communities: What did you learn about the culture?
What values, traditions, and social behaviors did you notice? What socio-economic class structure is operative? What are the gender issues? What ethnic groups are present in the culture? How do they interact? How did you interact with them? What religions were practiced?
How were they practiced? Please reflect upon some aspects of your identity including: What did you learn about your own cultural perspectives, values and biases? Indicate ways in which you have developed an understanding and respect for the customs, practices, and beliefs of the host community.Multicultural education requires a staff that is not only diverse, but also culturally competent.
Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. I also believe that multicultural competence comes from our experiences in being with other groups, so service-learning projects can be integral to learning about diverse cultural groups.
It is . While one study noted an association between bi-culturalism and managerial promotions for mid-career professionals, little is known about whether multicultural experiences help secure opportunities at the start of .
Multicultural experiences. We can talk with someone halfway around the globe as easily as with someone in the next office; sell our products in places we couldn’t spell two years ago, take a . Four categories of experiences-brief minute introductory experiences, longer one-hour experiences, two-hour laboratory and workshop-like experiences as well as homework activities—make Experiences for Multicultural Learning suitable for a variety of settings and classrooms.
Multicultural Experience: Better Performance, Better Job Prospects. The many benefits of multicultural experiences, which include increased ‘cognitive versatility’, improvements in creativity, and adaptation for the global economy, have been established in a host of recent empirical studies.
The same studies suggest that they are.