Multicultural Education Improvement Research Paper

Multicultural Education Improvement - Research Paper Example Banks (1994) identifies five dimensions of multicultural education.   The first of these dimensions are â€Å"content integration† which is a technique by which educators ensure that teaching reflects cultural diversity (Banks 1994, p. 4). An example is to emphasize contributions in the field of study by diverse cultural heroes. Secondly, educators utilize â€Å"knowledge construction† which informs students how perspectives are influenced by â€Å"conclusions reached within that discipline† (Banks 1994, p. 5).   The third dimension of multicultural education is referred to by Banks (1994) as â€Å"prejudice reduction† which helps students to form objective views of diverse groups (p. 5). The fourth dimension is â€Å"equitable pedagogy† which attempts to alter classroom instructions that all students among different cultural groups perform academically.   The final dimension is â€Å"empowering school culture and social structure† whic h focuses on the environment within the school and ensuring that it supports diversity among the student body. Multicultural education can be defined as education strategies designed to accommodate teaching and learning for diverse cultures.   The idea is to provide for fostering pluralism among races, cultures and classes.   Theoretically at least, if students are subjected to multicultural education that is properly integrated into teaching and learning processes, attachment and engagement should improve.   ... 5). The third dimension of multicultural education is referred to by Banks (1994) as â€Å"prejudice reduction† which helps students to form objective views of diverse groups (p. 5). The fourth dimension is â€Å"equitable pedagogy† which attempts to alter classroom instructions that all students among different cultural groups perform academically (Banks 1994, p. 5). The final dimension is â€Å"empowering school culture and social structure† which focuses on the environment within the school and ensuring that it supports diversity among the student body (Banks 1994, p. 5). Multicultural education can be defined as education strategies designed to accommodate teaching and learning for diverse cultures. The idea is to provide for fostering pluralism among races, cultures and classes. Theoretically at least, if students are subjected to multicultural education that is properly integrated into teaching and learning processes, attachment and engagement should improv e. Ukpokodu (2009) informs that if multicultural education focuses on transformative learning, students of all races, cultures and classes transform their way of thinking and their perspectives and attitudes to more democratic and objective ways of thinking (2). Arguably, students become more responsible citizens and want to be productive citizens. As Banks (2008) argues, responsible citizenship can be hampered and can be lost on minorities when they are forced to detach themselves from their own cultures and languages (p. 130). Therefore by virtue of transformative learning under the auspices of effective multicultural education, students can be expected to become more engaged and attached to school, as they are not forced to become detached from their own cultures, races and classes. To