From W. S Race, class and gender can be challenges with diversity. These concepts are intricate and they cannot be separate. According to the book, “They intermix and interact. Today’s education has a cluster of students either female, male, color, class denomination (upper, middle, lower) and sexual preferences. Today’s classroom is diverse and unique. We all belong to the human race or family. Educators have to work in their curriculum dealing with the diversity. There are no universal solutions or specific rules for responding to ethnic, gender, and class diversity in the classroom. Indeed, the topic is complicated, confusing, and dynamic, and for some educators it is fraught with uneasiness, difficulty, and discomfort. Perhaps the overriding principle is to be thoughtful and sensitive and do what you think is best. Educators should be mind-set when preparing and teaching curriculum that education should be for the benefit of all not victimizing. I have had in my classroom of the pass story books or story time on race, class and gender. I think it helps children, especially in the lower grades to help them identify and associate themselves with these concepts. A lesson that I have done is to have children choose someone of their own that they look up to (hero type) race, class and gender. They then research on the web or library, and go out in their community, get parent involved and so on. They do reports, art projects; bring in guest speakers and other creative things. This is a comfortable way to work the concept of race, class and gender in the curriculum
As it was stated in the book, “schools influence the cultures of the people that the schools serve.” Schools provide instruction and curriculum to a diverse population. It is important to know that race is only a political term that identifies a person based on skin color. However, ethnic group’s collective members are selected based on language, religion, and beliefs. There is tension between educators. Some educators accept the concept of assimilation, and other educators accept the concept of plurality. In order to incorporate ethnic changes in curriculum many pluralists want to honor diversity and still operate in a single society. The social class of our students is also an issue in curriculum. The American school system has been oriented for the middle class. There are a larger number of students coming to schools from lower class environments. Teachers need to provide poorer children with the means to escape the cycle of poverty. The problem is we need to figure out how to help the students get out of the cycle of poverty.
Another issue in curriculum is due to curriculum not being equally balanced between males, females, homosexuals, bisexuals, and transsexuals. Curriculum needs to provide equal opportunities to all of these students. These concepts are essential to curriculum, because we are all members of a particular ethnic group. We are all members of various social class groups. Educators need to provide curriculum and instruction such as social classes and character education, to students. We need to bring lessons on culture and diversity to, because we all make up American society.
Kristin " We need to bring lessons on culture and diversity to, because we all make up American society". How true you write this! I see in the not so far distance, that all schools will be more and more culturelly diverse. I can see where all ecucators will have to reture back to higher learning to create a different curriclum,know a new language or two and change schools so they reflect culture diversity. W.S
According to the book, certain curriculum scholars criticize the way schools deal with diversity. Critics state that schools tend to create curriculum that reproduces inequities in the general society. Schools have been known to marginalize all types of classes, the poor, races other than white, females, gays, lesbians and/or bisexuals.
According to the book, we use race to define political social groups and recognize those groups by the color of their skin. As previously mentioned, there is much diversity amongst ethnic groups within a racial group (i.e. Asians, Eastern Europeans and Hispanics). When approaching the issue of diversity, educators can look at the concept of assimilation versus plurality. Assimilation is in line with the “melting pot” theory. Plurality looks at diversity more in lines with a “salad bowl”, whereby our nation is comprised of many ethnic groups and voices.
With regards to class, many curricular specialists are concerned with rescuing the underclass or the poor. Educators need to provide those students with the tools necessary to become productive, successful citizens in society. Curriculum can be developed so that different beliefs, values and customs can be celebrated. By the same token though, a common social class can emerge from curriculum that binds different groups under shared core values, a common language and the belief of the human family and economic well-being of the country.
Under the concept of gender, the book states that “gender is a category of analysis that refers to the social construction of sex”. Gender is created by social or cultural factors. With regards to curriculum, the book states the importance of treating the genders equally. Throughout history, educational programs have been developed that favor the male gender and devalue the female gender. The underlying issue when dealing with gender is equity. The book also notes that powerful messages were sent to girls that certain subjects such as math and science are not intended for them. Feminists argue that the curriculum is patriarchal and sexist. However, a 2002 report noted that more girls were in advanced placement courses and were outscoring their male counterparts in standardized tests. Overall, educators must look at curriculum delivery for the benefit of each student, regardless of gender in order not to send hidden messages that might devalue one over the other.
I do believe that stereotypes are still very strong within the school system. Although many teachers do not want to admit it, a sense of prejudice still exists against black and Hispanic students, as well as favoritism amongst boys or girls. There is a strong hidden message in elementary schools that girls tend to read better and boys are better in math and science. It is important for us as educators to pull back and look at these concepts from a macro point of view and make every effort not to stereotype, group or classify students, but treat our students as unique and special individuals. I agree with the pluralist point of view in that we need to celebrate diversity in our curriculum and reflect diversity in our schools, providing cooperation and collaboration for the greater good of our society.
Wanda, I agree with you that we need to implement more race, gender, and class projects within our classrooms. With such a strict schedule, it is hard to fit that in. Allowing students to pick their own hero and do a report, whether it be written or oral is a great way to let others know that we can cross those lines and work with acceptance and understanding of each other.
The concepts of race, class, and gender are essential to consider within the field of curriculum because it is so important that curriculum is planned and delivered in a way that does not discriminate against any one of these areas. It’s important to make sure everyone receives an equal education that’s not based on their race, class, or gender. In the past, curriculum was viewed as being taught to privilege or marginalize students based on their race, class, or gender. The challenges of dealing with diversity of race, class, gender, and sexual orientation are very complex because they are not entities that can be separated. They intermix and interact in society and the classroom. The key for educators is to realize that everyone is a member of a particular ethnic or racial group, different class or social groups, and of a particular gender and sexual identity. These attributes make us diverse and unique, which allows a classroom to have a variety of viewpoints to form a family. I believe schools today do a lot to meet these challenges through mentoring programs, community diversity programs, and character education.
It is vital to consider the concepts of race, class, and gender, within the field of curriculum due to the following: When dealing with diversity, certain curriculum scholars frequently chastise the schools for creating curricula that reproduce the inequities in the general society. Schools have served to marginalize the less fortunate: those who have membership in races different from white; those who are members of the lower classes; those who are females; and those who are gay, lesbian, bisexual or transsexual. Race and class are primarily political concepts, gender we are dealing with a social construct, and race as a concept is essentially used in political terms to identify persons of color. It is vital that we all embrace diversity as a salad bowl-all in the same salad but maintaining our unique features so that we will not create a curricula that reproduce the inequalities in the general society. In the future, the design of a specific curriculum which assists and guides a student who does not speak the language would be beneficial. ELL is progressing in helping students become academically successful. However, it would be beneficial to design a curriculum specifically for ELL students so that the academic goals may be defined and progress can be monitored more effectively. Students that do not know the English language will have different needs from the majority of the class that know the English language. Overall, the rate of minority students is increasing and the curriculum will eventually need to adapt to the concepts of race, class, and gender.
From W. S
ReplyDeleteRace, class and gender can be challenges with diversity. These concepts are intricate and they cannot be separate. According to the book, “They intermix and interact.
Today’s education has a cluster of students either female, male, color, class denomination (upper, middle, lower) and sexual preferences. Today’s classroom is diverse and unique. We all belong to the human race or family. Educators have to work in their curriculum dealing with the diversity.
There are no universal solutions or specific rules for responding to ethnic, gender, and class diversity in the classroom. Indeed, the topic is complicated, confusing, and dynamic, and for some educators it is fraught with uneasiness, difficulty, and discomfort. Perhaps the overriding principle is to be thoughtful and sensitive and do what you think is best. Educators should be mind-set when preparing and teaching curriculum that education should be for the benefit of all not victimizing.
I have had in my classroom of the pass story books or story time on race, class and gender. I think it helps children, especially in the lower grades to help them identify and associate themselves with these concepts. A lesson that I have done is to have children choose someone of their own that they look up to (hero type) race, class and gender. They then research on the web or library, and go out in their community, get parent involved and so on. They do reports, art projects; bring in guest speakers and other creative things. This is a comfortable way to work the concept of race, class and gender in the curriculum
As it was stated in the book, “schools influence the cultures of the people that the schools serve.” Schools provide instruction and curriculum to a diverse population. It is important to know that race is only a political term that identifies a person based on skin color. However, ethnic group’s collective members are selected based on language, religion, and beliefs. There is tension between educators. Some educators accept the concept of assimilation, and other educators accept the concept of plurality. In order to incorporate ethnic changes in curriculum many pluralists want to honor diversity and still operate in a single society. The social class of our students is also an issue in curriculum. The American school system has been oriented for the middle class. There are a larger number of students coming to schools from lower class environments. Teachers need to provide poorer children with the means to escape the cycle of poverty. The problem is we need to figure out how to help the students get out of the cycle of poverty.
ReplyDeleteAnother issue in curriculum is due to curriculum not being equally balanced between males, females, homosexuals, bisexuals, and transsexuals. Curriculum needs to provide equal opportunities to all of these students. These concepts are essential to curriculum, because we are all members of a particular ethnic group. We are all members of various social class groups. Educators need to provide curriculum and instruction such as social classes and character education, to students. We need to bring lessons on culture and diversity to, because we all make up American society.
Kristin
ReplyDelete" We need to bring lessons on culture and diversity to, because we all make up American society".
How true you write this! I see in the not so far distance, that all schools will be more and more culturelly diverse. I can see where all ecucators will have to reture back to higher learning to create a different curriclum,know a new language or two and change schools so they reflect culture diversity.
W.S
According to the book, certain curriculum scholars criticize the way schools deal with diversity. Critics state that schools tend to create curriculum that reproduces inequities in the general society. Schools have been known to marginalize all types of classes, the poor, races other than white, females, gays, lesbians and/or bisexuals.
ReplyDeleteAccording to the book, we use race to define political social groups and recognize those groups by the color of their skin. As previously mentioned, there is much diversity amongst ethnic groups within a racial group (i.e. Asians, Eastern Europeans and Hispanics). When approaching the issue of diversity, educators can look at the concept of assimilation versus plurality. Assimilation is in line with the “melting pot” theory. Plurality looks at diversity more in lines with a “salad bowl”, whereby our nation is comprised of many ethnic groups and voices.
With regards to class, many curricular specialists are concerned with rescuing the underclass or the poor. Educators need to provide those students with the tools necessary to become productive, successful citizens in society. Curriculum can be developed so that different beliefs, values and customs can be celebrated. By the same token though, a common social class can emerge from curriculum that binds different groups under shared core values, a common language and the belief of the human family and economic well-being of the country.
Under the concept of gender, the book states that “gender is a category of analysis that refers to the social construction of sex”. Gender is created by social or cultural factors. With regards to curriculum, the book states the importance of treating the genders equally. Throughout history, educational programs have been developed that favor the male gender and devalue the female gender. The underlying issue when dealing with gender is equity. The book also notes that powerful messages were sent to girls that certain subjects such as math and science are not intended for them. Feminists argue that the curriculum is patriarchal and sexist. However, a 2002 report noted that more girls were in advanced placement courses and were outscoring their male counterparts in standardized tests. Overall, educators must look at curriculum delivery for the benefit of each student, regardless of gender in order not to send hidden messages that might devalue one over the other.
I do believe that stereotypes are still very strong within the school system. Although many teachers do not want to admit it, a sense of prejudice still exists against black and Hispanic students, as well as favoritism amongst boys or girls. There is a strong hidden message in elementary schools that girls tend to read better and boys are better in math and science. It is important for us as educators to pull back and look at these concepts from a macro point of view and make every effort not to stereotype, group or classify students, but treat our students as unique and special individuals. I agree with the pluralist point of view in that we need to celebrate diversity in our curriculum and reflect diversity in our schools, providing cooperation and collaboration for the greater good of our society.
Wanda, I agree with you that we need to implement more race, gender, and class projects within our classrooms. With such a strict schedule, it is hard to fit that in. Allowing students to pick their own hero and do a report, whether it be written or oral is a great way to let others know that we can cross those lines and work with acceptance and understanding of each other.
ReplyDeleteThe concepts of race, class, and gender are essential to consider within the field of curriculum because it is so important that curriculum is planned and delivered in a way that does not discriminate against any one of these areas. It’s important to make sure everyone receives an equal education that’s not based on their race, class, or gender. In the past, curriculum was viewed as being taught to privilege or marginalize students based on their race, class, or gender. The challenges of dealing with diversity of race, class, gender, and sexual orientation are very complex because they are not entities that can be separated. They intermix and interact in society and the classroom. The key for educators is to realize that everyone is a member of a particular ethnic or racial group, different class or social groups, and of a particular gender and sexual identity. These attributes make us diverse and unique, which allows a classroom to have a variety of viewpoints to form a family. I believe schools today do a lot to meet these challenges through mentoring programs, community diversity programs, and character education.
ReplyDeleteIt is vital to consider the concepts of race, class, and gender, within the field of curriculum due to the following:
ReplyDeleteWhen dealing with diversity, certain curriculum scholars frequently chastise the schools for creating curricula that reproduce the inequities in the general society. Schools have served to marginalize the less fortunate: those who have membership in races different from white; those who are members of the lower classes; those who are females; and those who are gay, lesbian, bisexual or transsexual.
Race and class are primarily political concepts, gender we are dealing with a social construct, and race as a concept is essentially used in political terms to identify persons of color. It is vital that we all embrace diversity as a salad bowl-all in the same salad but maintaining our unique features so that we will not create a curricula that reproduce the inequalities in the general society.
In the future, the design of a specific curriculum which assists and guides a student who does not speak the language would be beneficial. ELL is progressing in helping students become academically successful. However, it would be beneficial to design a curriculum specifically for ELL students so that the academic goals may be defined and progress can be monitored more effectively. Students that do not know the English language will have different needs from the majority of the class that know the English language. Overall, the rate of minority students is increasing and the curriculum will eventually need to adapt to the concepts of race, class, and gender.