Culture, Equity, Power, and Influence in Education Essay

Multiculturalism is a view that the minority races and ethnic groups are acknowledged, and their beliefs are recognized and respects among the political culture. There are many cultures many minor cultures that contribute much to the economy and polities of a nation but they are not recognized, or their efforts are not rewarded (Rhoads and James 3). Multiculturalism seeks the inclusion of views and contribution of all communities showing respect to the beliefs and practices of others. Equity applies concerns of justice to social and political lives. It advocates for equality among all. This paper analyzes multiculturalism and equity application in a learning institution where there is a diverse population.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Tolerance in multicultural education means recognizing and respecting the beliefs and practices of others. In Green Valley College, students are trained in how to cope with each other and respect what other people believe. Educators in class are required to acknowledge the entire student irrespective of their ethnic backgrounds. Acceptance means that different beliefs are acknowledged, and their importance is neither denied nor belittled. In the Green Valley, college student's abilities are recognized in all ways. Some students do not visit the school clinic when they are sick, and the institution has allowed them to take care of their medical issues according to their practices. Respect means the administration embraces diversity. In Green Valley, all the rules are made in a way everyone will be comfortable with them and not rule should compromise diversity. For example, at the end of every academic year, students are required to report what they want to be changed and when the management sits to regulate rules all the groups in the institution are represented. Affirmation, solidarity, and critique mean working and struggling together. In Green Valley student's work in groups are all the groups should be balanced to make sure students from different ethnic groups work together. This helps them to learn how to cope with each other and how to complement each other's weaknesses (Banks 173-177).

There are different abilities of equity literacy that students, teachers, and staff should have to promote equity. In the green valley, the students can recognize forms of bias, discrimination, and inequity. There are different forums that the students can use to report such cases so that the administration can deal with them without raising the alarm. Students are also trained to respond to interpersonal bias, discrimination, and inequity thoughtfully and equitably. For example, if two students disagree because of their beliefs as a third party, you should be on the neutral ground not to support any of them. At the green valley, every member is taught how to redress bias, discrimination, and inequity by not only responding to interpersonal bias but also by studying how more significant social changes happen. Each day all members learn how to cultivate and sustain bias-free, discrimination-free communities and everyone has taken this as a personal responsibility.

Deficit thinking is the notion that students from low-income families or minority groups fail in school because their families face obstacles that hinder them from accessing education and they lack motivation. Such assumptions are not right because there are students from high-income families and large cultural communities that fail in school. Teaching and learning in urban areas are a bit challenging because most of the new teacher is not well experienced in dealing with diverse students. In some cases, you find a student who is hyperactive being reported as having a mental disability and they are recommended to schools for special needs (Gorski, and Katy, 34-40).

Green Valley College engages in transformative multiculturalism that focuses on transforming students from the marginalized communities so they can feel accepted by others. These students are allowed to take part in all the activities that the other students from other communities take part in. This institution is in full knowledge about the social climate and how students, particularly students from marginalized social groups, is being negatively impacted. This is evidenced by the way all the students are given equal right especially when it comes to institutional politics. Green Valley College is an equitable learning environment for all because it admits students irrespective of their culture and the students are given equal rights and privileges. Everyone's beliefs and practice are respected, and all students and staff are trained in how to cope with each other. In this institution, there is freedom of expression. There are training to help people to understand themselves, and the few believe they should compromise to fit among others with ease. During these training and at any other time, everyone is free to question their privileges when they feel they are compromised for other's sake. I managed to talk to a few students from marginalized groups, and their response was positive about the institution meaning they feel accepted, supported and validated.

Conclusion

For an educational site to be an equitable one, it must adopt all the four levels of multicultural education. Tolerance and acceptance alone are not enough because it is important to show by actions that diversity is embraced in the institution. Respect, affirmation, solidarity, and critique are essential, and they show how well tolerance and acceptance are adopted. Celebrations of diversity devoid of issues of social inequalities are not adequate for creating equitable education sites because not all social groups will take part as they feel their communities have nothing good to offer. The best way to create an equitable education site is by letting students display their culture as part of their daily routine.

Works cited

Banks, James A. Cultural diversity, and education. Routledge, 2015.

Gorski, Paul C., and Katy Swalwell. "Equity literacy for all." Educational Leadership 72.6 (2015): 34-40.

Rhoads, Robert A., and James R. Valadez. Democracy, multiculturalism, and the community college: A critical perspective. Routledge, 2016.