Cultural Competence In Multicultural Education

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Cultural Competency
Culture is defined as a learned set of shared interpretations about beliefs, values, and norms which affect the behaviors of a relatively large group of people (Johnson, 2006). Additionally, Johnson (2006) states that culture goes far beyond the climate, food, and clothing of a student’s native country. Culture can be difficult to understand and can present itself as a challenge for classroom teachers. Acquiring cultural competence is a gradual process (Johnson, 2006). Teachers have to be open and willing to interactions and experiences of students that are different from them. Johnson (2006) provided six differences that classroom teachers should become familiar with as they journey to become culturally competent. Knowledge of these six differences will assist teachers with teaching a diverse population of students. The six basic cultural differences are as follows:
1. Ways of Knowing
2. Ways of Solving Problems
3. Ways of Communicating Non-Verbal
4. Ways of Learning
5.
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The purpose of this movement was to ensure the inclusion of ethnic groups within the curriculum of schools and universities. The study of Multicultural Education has a significant link to African American ethnic studies, which emerged during the twentieth century (Banks & Ambrosio, n.d.) Banks (2009) states that Multicultural education is the theory that all children have a right to an equal opportunity to learn in school regardless of social class, ethnicity and gender. The concept of Multicultural education requires reform within educational intuitions and is not limited by the curriculum. Many school districts have implemented Multicultural education through the experiences of women and diverse populations. “Multicultural education must be viewed as an ongoing process, not as something we “do” and thereby solve the problems that are the targets of multicultural reform.” (Banks,

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