Values, Beliefs In Relation To Difference And Diversity

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

The concept of diversity is one that individuals may not think of when they think of nursing. Diversity is a major component to nursing and the care that is provided to patients. In this concept analysis, antecedent, attributes and consequences of diversity are identified. The following antecedents are: race, social economy, knowledge, gender, and education level. The attributes of diversity are individual, variety, perception, difference and civilization. The consequences of diversity are as follows; acceptance, decision making, cultural competency qualifications, respect, degrading, trusts

Diverse cultures within the United States are rapidly developing and growing and the educational sector is the number one target to ensure that English –learners are receiving adequate education. Within the educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education.

Diversity involves recognizing the value of differences, combating discrimination, and promoting inclusiveness. It also understands the powerful effects that culture plays in everyday life. We as individuals take these assets and use them to the best of our knowledge. Diversity allows us to learn different aspects of fashion, food, electronics, values and background from different people from the past time to our future. Thus, diversity and ancient time shows how much the world has change through time it also shows how history repeats itself. People use different culture and ancient methods in today's society that gives us the tools that we use in everyday routines. These statements acknowledge the facts of Paul Graham's essay “what you can't say" as correct when he discuss the values of modern society and how taboos and beliefs effect culture inventions all throughout the globe.

dominate and heritage languages.” The department for children, schools and families have produced a guidance documentation for supporting diversity. A key challenge was “Understanding and responding to culturally diverse child-rearing practices’. (2007.p.11). (Siraj blactchford 2006) suggest that attention should you be payed to training and during curriculum development in respect of children's home cultures and languages.

Multiculturalism means diversity of cultures that includes: racial, religious, and values. This topic is now frequently discussed between our public schools and media that among directly affect our community. In Hasia Diner essay, “Some Problems with ‘Multiculturalism;’ or ‘The Best Laid Plans…” she argues that multiculturalism is a very unequal topic in society, which many people really do not know what it is. Diner wrote the essay in response to those who have misconceptions toward multiculturalism besides to social and economic climate, a situation that created a heated controversy among American society. Diner is describing about her disappoint about multiculturalism. As Diner notes, multiculturalism is hailed by contemporary requirements between teaching and learning the culture. However, Diner argues toward majorities of people who are being divided between social economics.

Gant Elementary School is a typical of American society in being culturally and linguistically diverse. According to its enrollment demographics, the total enrollment in Minnie Gant Elementary School is 590 over the school year from 2014 to 2015. Among them, 52% of the students are white, 20% are Hispanics or Latinos, 7.5% are Asians, 6.4% are Black or African Americans, and 6.1% have two or more races. “Language diversity is a fact in U.S. school,” said my SERVE class teacher—Mrs. Mueller—now teaching third grade, “approximately twenty percent of students in my class speak another language other than English in the home.” Later, as I found that there are 29 students in my third grade classroom; although they are all fluent in English, five of them speak Spanish, one speaks Vietnamese, one speaks Thai, one speaks Japanese and another speaks Russian.

As a bilingual who has experienced bicultural tension, I understand the challenges. When people have diverse identities, it is likely that people will struggle in balancing their identities due to the messages they receive from society. I met many elementary students who are either first or second-generation immigrants in the U.S. from China. Some of them only speak Chinese to me, while some of them insist on speaking English even while I helped them with their Chinese homework. When I used Chinese to ask a boy why he only speaks English, a girl sitting next to him replied me in Cantonese, “his parents would beat him if he speaks Chinese”. I watched him, and he nodded his head. During my volunteering time, I once heard a kid stating with confidence, “You are in the U.S., so you must speak English. If you speak Chinese, go back to China!” I was speechless. How could a seven-year-old kid say something like this? Does he feel ashamed of his identity? Where did he receive this message? Is there a superior culture versus an inferior culture? How do we find the balance of multiple identities? What are the ways of achieving bicultural education? How should an educator guide the children in the way of seeking educational equity and diversity? These questions lead me to apply for the Bilingual/Bicultural Education program in Teachers

In the 21st century, diversity is an unavoidable phenomenon. A large percentage of work places, small or large, have become global villages with vast mixture in nationality, ethnicity, religious beliefs and sexual orientations of staff and clients. This allows for a mixture in opinions, modes of operation and ideas, however for these to truly be pros instead of cons, the organization has to apply measure to ensure that all individuals, regardless of their diversity can communicate with and among each other effectively, to ensure smooth operation within the organization. Therefore, this paper will discuss the relationship between diverse cultures and values, and communication, how national and organizational policies influence

Multicultural education should be made to become an important component in the early childhood education. We live in a country which is culturally diverse. The cultural, racial and ethnic composition of preschools in the United States is becoming very diverse. Because of this diversity multicultural education needs to be implemented within early childhood education. Early childhood educators need to be educated in my academy in order for them to be able to foster the children’s knowledge and to be aware of their cultural differences. The reason of this case study is see how we can educate our preschool teacher’s to be able to understand and implement multicultural education in their classrooms. “The implementation of multicultural education requires teachers to examine their own values, knowledge, and teaching practices about diversity to avoid biased multicultural education.” (Brown & Marchant, 2002). Multicultural education should be made to become an important component in the early childhood education. The present day trend in demography in a large number of countries is among the increasing heterogeneity that leads to having cultural conflicts and tensions. People across the world should accept the fact that there is need for them to co-exist in unity and harmony. This can only be realized if there is genuine acceptance and respect for differences. The focus of this case study is to look at implementing multicultural

It is important, because teachers have a great influence in the classroom. Learning influences values, the way we learn, and shapes our culture. In American, there is a significant number of students who have a culturally and linguistically diverse background in the school system. Because of this, all teachers should reflect on cultural and linguistic diversity and should understand students who culturally and linguistically different still learn along side of their peers from the culture that is dominant. Teachers need to obtain cultural competence and be culturally responsive and aware. Teachers who engage in this gain in depth levels of self-knowledge and are able to recognize that their personal views can have a big influence on their teaching and shape students’ concepts on themselves. Teachers who

In different regions around the world, young children are at home learning languages that differ from the prevailing language used in their extensive social world. When they arrive at school, these children has a different precious resource; there mother tongue-often referred to as L1. Typically, when indigenous and minority language speaking students begin school, they are forced to learn a language of the majority group in order to fit in socially and succeed in their academics. In a majority of schools, these children are thought exclusively in the second language, which is most often English. Although the L1 language is exceedingly common, a majority of school curriculums and programs completely disregard and fail to support the minority language. Moreover, a majority of language policies that inform these programs places no value on the knowledge and cultural backgrounds associated with the linguistic diversity of the dialect children. Research as shown that persistent low academic achievement and early school dropouts are common among these minority children and partly stem from this dialect-insensitive education policies. There is need to recognize that children from diverse cultural backgrounds speak in different dialects and, therefore, there is a necessity to enhance learning for such children while adhering and respecting their cultural diversity (Ball, 2010). This research work thus tries to raise awareness on the need to maintain and promote cultural and

They might turn out to be puzzled, alarmed, and irritated. These arguments can generate a meaning of anguish and stress. Schools can assist parents in the course of shifting into the United States typical ethnicity by making them sense that they are wanted and worthy. While parents comprehend how they can maintain their kid’s schooling and once schools discover the means to lecture to and integrate these parents’ cultural offerings, every person gains.

Given that the population of the United States is becoming more and more diverse. School administrators and teacher leaders must develop new ways to communicate with increasingly diverse parents and stakeholders. The increasing diversity in student population has not only intensified the need for establishing culturally responsive pedagogy and effective communication between teachers and parents (Eberly, et al, 2005; Richard, Brown, & Forde, 2006). Likewise, as the nation’s demographics drastically changes within the next decade, school leaders everywhere will be confronted with these same issues (Jacobs & Kritsonis, 2007).

The development of a child is considered on the basis of his social cultural contexts which include family background, cultural values and educational settings (Rosa & Tudge, 2013; Ministry of Education [MoE], 1996). Hence, language learnt from family is called as mother tongue/home language which is vital for child’s unique identity, self esteem, self belongings and well beings (Kaur, 2010; Rosa & Tudge, 2013).