TLS 412 Reflection #2 Multicultural Education

                 Multicultural education is inclusive education representing every culture and individual perspectives on their ethical viewpoints. It is thinking broadly and critically while being reflective about racism, inequitable structural conditions, and discrimination embedded in our educational experiences. According to Nieto and Bode, "What I believe is essential is an emphasis on the sociopolitical context of education and a rejection of the notion that multicultural education is either a superficial addition of content to the curriculum or, alternatively, the magic pill that will do away with all educational problems" (pg. 42). In this textbook, the authors explain multicultural education being seven different specific things; anti-racist, basic, important for all students, pervasive, social justice, a process, and critical pedagogy. Being anti-racist and anti-discriminatory is the idea of being mindful of how some students are of bias representation in school policies, curriculum, materials, and in interactions between students and teachers. In order to insure multicultural education is anti-racist would be to have plentiful viewpoints presented in the school atmosphere. This is also the ability to name discrimination when it happens, instead of staying neutral, have action by standing up for unjust behaviors. Multicultural education is basic education because "all students deserve a chance at an equitable and high-quality education, and this is what it means when multicultural education is basic education"(pg. 48). Multicultural education is for all students because all students are miseducated without a multicultural education because without it, students only learn certain parts of a view of education.  Multicultural education is for white students as well because without it this helps them to become color blind to cultures other than their own, and having themselves always represented in curriculum makes them believe all other cultures are secondary to their own.  Regardless of ethnicity, ability, social class, language, sexual orientation, religion, gender, race, or any other differences, multicultural education is for everyone.  Multicultural education is pervasive. This means that it is throughout and interweaves in every aspect of education; the climate, physical environment, curriculum, and relationships. Multicultural education is for social justice. This means that “learning how to think in more inclusive and expansive ways, reflecting on what is learned, and applying that learning to real situations” (pg.51).  This may also mean talking about uncomfortable topics with students in order for learning to take place. Multicultural education is a process, meaning that nothing is ever set in stone. Perspectives and viewpoints are constantly changing and are forever learning.  Lastly, it is critical pedagogy. Critical pedagogy is thinking critically, reflecting, and then action. It helps to eliminate myths and helps to expose some truths that are taken for granted. “Critical pedagogy allows us to have faith in these ideals while critically examining the discrepancies between the ideal and the reality.

                This second module has truly had me dissect the meaning of multicultural education and has helped me to learn the specific criteria of the philosophy. I feel like now I understand that multicultural education is a way of living, not a lesson plan that should be implemented into curriculum. I really like how the textbook and lecture this week explained that multicultural education often has the myth that it might only be for people other than white people. It is nice to now understand that white people are a part of multicultural education as well because it is just as important to have white students understand the multiple perspectives of history and life today from all different cultural backgrounds. It still looks at white people’s perspectives, but it’s important that we see all perspectives along with the white perspective.  And this is exactly why multicultural education is so crucial to have in our education, so we will not have biased perspectives in education.

                Now with what I have learned about multicultural education I will certainly practice it actively and do my best to have it be a part of my life style. The main thing I have learned to do if I want to teach a multicultural education is to always think critically about methods and curriculum, reflect on myself and my experiences of what makes me who I am, and then have action in place to promote a justice environment and justice education. It is important to also know that learning comes from everyone; it is not just a teach pouring knowledge into a student, but it is students teaching the teacher as well. Teachers need to have an open mind about their student’s life experiences and take them into consideration in the classroom and in education. This is also a way that multicultural education is a process and ongoing throughout a lifetime.