Diversity And Global Education: Chapter Analysis

Diversity has been a main theme within Education 100, and throughout the past eight weeks I have learned about the many ways that diversity applies to education. The first assignment we were given was to complete the Diversity Module, and that helped explain many terms and concepts about diversity, specifically in context to a college campus. Though with the topics we talked about throughout the eight weeks, each one can be applied to diversity in a different way.

Poverty is a serious issue which our society and children faces every day. It is a constant struggle that shouldn’t be ignored. UNICEF states “The study of OECD countries in 2007, over fourteen percent of Australian children under the age of eighteen are currently living in households who are defined as poor or with incomes less than half of the median national income”. The increase in the number and percentage of children living in poverty within our society has contributed to making today's classrooms more diverse than ever it has been. This highlights and makes both teaching and learning more challenging. Diversity exists in the students who are living in poverty and the education assistant and teachers must provide the concept of diversity

Jonathan Kozol, a Harvard University scholar, witnessed the travesty of racial segregation within the inner city public educational system. After many years of teaching and exposure to substandard classrooms with dilapidated furniture, a shortage of materials to engage a pupil’s mind and a disproportionate diversity ratio, he could no longer tolerate the conditions in which he was surrounded. Kozol’s frustration compelled him to become a staunch advocate for disadvantaged children so that they might receive equal rights to a quality education.

When working with children, family members and parents are the core to helping professionals to design service plans, find educational programs and make policy decisions. When families matter, so does culture and sensitivity to other cultures is a goal that professionals strive for. The way that we think about culture can help us move towards greater sensitivity and alternatively, can create additional roadblocks to our ability to engage and work with families. Cultural competency can solidify the stereotypes instead of helping penetrate them. Educators, although they are open to trying to make a diverse classroom do not have a lot of guidance on how to achieve the sensitivity of the different cultures. ZERO TO THREE conducted a literature search that focuses on the influence that culture has on a child’s development from birth to the age of 3. The literature highlights the key findings that ZERO TO THREE found and strives to address the needs of a growing and diverse population of infants and toddlers (Maschinot, 2008).

Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and

The world is filled different cultures, races and ethnicities, and it is crucial that our higher education institutions reflect this diversity. Representation matters. We are a country filled with diverse cultures all of which whom need to be represented. The purpose of this literature review is to explain why and how diversity in a higher education setting is important. Students learn better in such an environment and are better prepared to become active participants in our pluralistic, democratic society once they leave school Diversity is not only important among the student population but also within college curriculum. It is an important issue regardless of the setting. However, when it is applied it to a place where people come to learn,

Through seventh grade I went to a small elementary and middle school with family and friends that I knew all my life where the teachers did not believe in homework and everyone looked like me. Diversity was not something we talked about or saw in our small town. From that background, I then began a new stage in my life as an eighth grader at a new school where uniforms were required, homework was a given, and the student body was at least three times as large and quite diverse.

In all honesty, I have struggled with the term “diversity” for quite some time now. Before going to college, I lived in a very white, small, conservative, pull yourself up by your boot straps town. When I came to terms with my sexual identity in high school and started familiarizing myself with “diversity”, I thought I knew it all. I was one of the only gay people in my high school. To no surprise, little ol’ me was completely wrong. College was a whole new world for me to learn from. However, it was also a time for me to unlearn my problematic ways from my upbringing. After getting involved during my undergraduate experience and connecting to numerous departments on campus, I heard “diversity” being thrown around left and right by student

As an educator it is important to respect and value each child regardless of their cultural background and heritage. An educator needs to understand the value of their culture and manage the dynamics of the difference, acquiring and institutionalizing cultural knowledge and adapting to diversity and cultural contexts. Educators and families could start by critically reflecting on attitudes and values, and or the ways in which children respond to diversity in order to examine the extent to which the setting is accessible to families and communities with diverse languages, beliefs and practices. Once an educator fosters this approach it will enable them to promote a sense of community within the child care facility and nurture each individual

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Diversity and Global Development, EL 7095, challenged me to complete a research project based on diversity and global development within the school setting. Using prior research in EL 7156 Comprehensive Planning and Program Evaluation, facilitated by Dr. Kelley Probst, I continued my research of the AVID (Advancement Via Individual Determination) as a school reform model. AVID is currently being used in the middle schools and high school of Asheboro City Schools. After an interview with former superintendent, Dr. Diane Frost, I became even more interested in the reform model. Under Dr. Frost’s leadership, the AVID program was introduced in the 2007-2008 school year to a select seventh-grade cohort. The program proved to be an effective option and assisted the district in their goal to close the achievement gap of minority and economically disadvantaged students. After hearing Dr. Frost’s passion and confidence in the program, I realized the program must have some merit. I completed a small literature and data review of published materials focusing on the AVID program. Through my research, I became intrigued by the lack of negative reviews. Most research on AVID is positive.

As part of a broader diversity initiative, elementary educators take a proactive stance in dealing with diversity by addressing heterosexism and homophobia. The article discusses the importance of becoming allies for each other to address issues of oppression and bias through the curriculum (Schniedewind & Cathers 2003).

Diversity and multiculturalism are two big words with big meanings. When people think of diversity and multiculturalism they think mostly of race, but it is so much more to that. America is one of the most diverse countries, and every person needs to learn about it. In today’s world, diversity and multiculturalism should be taught more than ever. It is amazing to think that if it was taught people would start to understand the value of other people’s lives, the way they were raised, and understand that it is okay to be different.

One of the most important aspects in my life is the ability to be able to understand people’s cultures, in order to achieve coexistence worldwide. Living with students from more than 90 countries during high school, led me to always take interest in learning about new cultures in the world. I found out that learning about other cultures promotes understanding between people, as it teaches people how to listen, be accepting of people whose ideas are different from ours. When I first came here to OU, I tried my best to get to know as many international students as possible in order to learn something new about them and their cultures (food, thoughts, choices determinants, country), and with the hope to embrace the idea of diversity and understanding during my experience. I found a group through a presentation in my Engineering experience class. CASA’s (Central Asian Student Association) purpose and goal is to “introduce and promote Asian Culture to OU & Oklahoma community and to help new students from central Asia adjust to OU life” ("Central Asian Student Association "), promoting “cultural diversity and understanding” ("Central Asian Student Association "). Therefore, I got more curious about knowing what values and content they promote to achieve cultural diversity and understanding.

As of July 1, 2011, there are 36, 708, 083 people in Canada (Statistics Canada, 2017a). 1.2% higher than the population last year, which was 36, 264, 604 people of all ages and both sexes (Statistics Canada, 2017b). The growth of population in Canada, which in this case powered largely by immigration, increases not only the human capital, but the diversity in every province as well. Hence, as diversity expands, there is also a rampant growth in religion. In 2011, there are 108 religions observed in Canada (Statistics Canada, 2011) - Christianity, Muslim, Jewish, Buddhist, and Hindu – to name a few. These demographics have connotations on how diversity in school is also evident.