A Rejoinder to the Ethnic Democracy Essay

This paper aims to prep be four separated short abstract and rejoinder papers for four dissimilar obligates on ethnically antiphonary Teaching. 2. Analysis and Discussion The following ar the short summary and response to each of the given binds 2. 1. Preparing For Culturally responsive Teaching by brave (2002) The obligate treates how to improve the success of ethically several(a) schoolchilds via ethnically reactive inform. The article tells besides just to the highest degree the success of uniform kind of students by preparing drillers in preservice platforms with the chooseed discernledge offices and skills.The article excessively examines the five crucial elements of cultural responsive dogma which allow ontogenesis experience establish about cultural vicissitude that includes ethnic and cultural mutation satiate course of study, demonstration of caring, building cultivation communities, communicating with ethically respective(a) students and responding to diversity in the delivery of instruction. The article has further defined culturally responsive teaching to be utilize what be already possessed by ethnically diverse students (ETS) as conduits for them to learn more potently. These possessions may include the experiences, characteristics and perspectives.The agent has assumed that the lived experiences of students may sit well as skeletal systems of references. This would on that pointfore make the larn more meaningful, would create more appeal in terms of higher interest and students could learn more easily and thoroughly. The motive has also previous researches to prove the result of higher academic achievements of ETS if thither previous experiences are occasiond in teaching them. This concept of breeding is consistent with principle in acquisition that starting from what is k no.n would more easily to learning what is unknown.Rather than starting from the unknown by using the experiences of other d estinations, the use of the previous experiences has its derriere in common perceive. there is basis to adjudge with the author in discussing how to improve the success of ethically diverse students via culturally responsive teaching by her exposing the lacked elements of the program. As in any other program there are criteria to tax it success. By exposing the needed five essential elements of cultural responsive teaching, there would be good bases for evaluation the eventual success or blow of the program in terms of compliance of the criteria.In terms of interior consistency among the five elements, there is no valid reason to disaccord with author on the obvious simplicity and applicability of presentation. To illustrate one(a) element this paper uses developing knowledge based about cultural diversity and ethnic and cultural diversity content curriculum. Knowledge on cultural diversity is a necessitatement since it would amount to knowing the premise in the syllogism by viewing the same below the principles of logic. The idea of teaching under multicultural program is the promotion of integration.How would it be possible to know what needs to be integration without knowing the differences of diversity of cultures among students under the program? Doing the same acquisition of knowledge from diversity as part of the premise is also with the definition of the author on what is culturally responsive teaching which is using what are already possessed by ethnically diverse students as ways s for them to learn more successfully. Surely it would be easier to extract from students with their experiences, characteristics and perspectives which would be used as frames for reference.The author may suffer assumed rightly that doing so would give more meaning to student and could be more motivated to undergo the program. There is also basis to agree with authors conclusion that culture has bang-up deviate on attitudes, determine and behaviors that par ticipants allow bring in the process. It is the use of frame of reference that would also afford solution to problems in the future in the same way that leave help them understand that what will ultimately happen is a function what has happened already.2. 2 Spirituality, Cultural identity, and Epistemology in Culturally Responsive Teaching in Higher Education, Multicultural Perspective, 8(3), pp 19-25 by Tisdell (2006) The article gives it focus in the connection of spirituality and cultural identity in relation to culturally responsive teachers under the higher education. It looks at the philosophical theory of knowledge which sates the position that research and teaching partakes of the natures of both apt and spiritual realms.Transforming the students is the aim under the multicultural teaching and to pass on the same it should allow learners to explore and reclaim their own cultural identities. To reach this end, spirituality is appropriate in unlocking the cultural imagi nation and creativity of the students under the program. The employment or process of teaching for multicultural awareness described by author is to be for companionable justice and one that involves a thickening process. It is also described as controversial, rewarding and intellectually stimulating.For a broad number of teachers under the program including the author, teaching the student is a exertion of passion which forms part of lifes reason in creating greater social equity that would remind the teachers about being true to themselves who are also wrestling with their very own cultural identity in the same way that other authors taking part of the teaching under the program consists in making students grapple also with their cultural identity. It is accordingly the act of reclaiming which involves a choice that makes the process of teaching considered both intellectually and spiritually.The author erect that there is indeed connection of spirituality and cultural ident ity if the learners are assisted to engage on different levels of pitying experience. These levels of experience of course include the personal level, the cultural level, structural level, policy-making level and the artistic levels done by cultural imagination. By so doing the chance that the education process will bring in the need transformative change is greater not only for learners but even for educators. variety in cultures could explain how groups of commonwealth differ in their behaviour and their values and hence slicey conflicts could actually be arising from diversity of cultures. To attempt consequently to bring commonality in diversity is a serious transaction that would require too much creativity and patience. Fortunately, hu piece beings are cerebration beings whose lives had with them spiritual dimensions which allow them to go beyond that legal or what is quick to be in conflict. nowonder teachers are actually also grappling with the cultural identify al ong the process of their teaching.What must be needed to reconcile things is deep sense of spirituality or an attitude of looking beyond what seems to irreconcilable. By injecting spiritual dimensions in the teaching of diversity of culture, there is strong basis to agree with the author that it could be transformative for the participants not only to the students but also the teacher. The teachers must be persons with deep sense of love for seeing beauty in diversity. Detach spirituality from man and his might to reconcile difficult issues is detached.Applying and taking advantage and so of the strength of spirituality to reconcile conflicting issues is a queen within the capacity of man to reach and benefit from. The issue of diversity of culture has been current by some people and the upshots of nutrition together has produced umteen conceived possibilities which are worth learning and educators may amply make use of their capacity of spirituality to reach great heights. . 2. 3. Preparing Culturally Responsive Teachers, Rethinking The Curriculum, ledger of Teacher Education, Vol. 53, No.1, January/February, 20-32 by Villegas and Lucas (2002), The article emphasizes the need to for teachers in articulating a tidy sum of the reality of teaching and learning in a diverse society if the field of teacher education is to become successful. With that wad, the teachers would gain to be guided in injecting multicultural issues while for the duration of the preservice curriculum. The vision of culturally responsive teachers will be socio-culturally conscious and will be affirming students different perspective from various backgrounds.Under the same vision, the teacher will take responsible and enabled to bring change for purpose of making schools more frank and they also understand how knowledge are constructed with the view of further promoting knowledge construction. In addition the vision must allow the teachers to know about the lives of their stud ents and that these teachers could continue designing instruction that edifies and improves from what the students already known or have built upon.The authors took the position that the preparation of teachers in a multicultural, the people who are given the toils of helping these teachers must graduation exercise set the direction by articulating a vision of diverse society where there is teaching and learning that are happening in the process. This vision is believed to make it conceptually crystal clear if these teachers are to be prepared for diversity. The author had in effect joint a proposed vision which is characterized by six salient features as explained earlier.This vision will serve as framework to infuse and call forethought to diversity while the teachers are involved in the educational curriculum prepared for the purpose. The elements of the vision will feed into the minds of the pre service teachers while undergoing the learning experiences. Together in fieldwo rk as well as in coursework the teachers will collectively cultivate the sublime characteristic of culturally responsive teachers. The authors of this article do not want their proposal be prescriptive. They proposed a need for dialogue to develop a group vision of teaching and learning in a multicultural society.They proposed a need to look at and evaluate and revise if necessary the present curriculum in a consonance with the collective vision that may be agreed upon. They also admit to the requirement to invest time in making coordination for the ideate responsive teaching qualities to what can be found in the courses that they teach and field experiences that they offer. They admit the need to have professional development that will help them to model the responsive teaching qualities as would be found in the revise curriculum.They are in a sense apothegm the vision articulation which they propose to be collectively done will just constitute the start of the process in the lon g journey of educating under the multicultural program where students belong to diverse cultural backgrounds. . The first step if successful will therefore lead into integrating the vision in the education curriculum of the teachers and improving the capabilities to implement the said revised curriculum. This will also lead to more collaboration among teachers and administrators of the multicultural program.The authors are in effect making suggestions that would simplify the rather difficult task into manageable ones formidable task. However the suggested cannot be considered to be very escaped as viewed by the authors since the framework that they are proposing will still require negotiation with present social and political structures and contexts. 2. 4. Learning Who We (and They) are favorite Culture as Pedagogy by Guy (2007) The article aims to discuss the popular culture becoming a major educational project, or the means through which people learn.The author also recommended that people culture is capable of being used in learning race, class or gender issues. He asserted that population culture can power shape people and be used to challenge structured inequalities and social injustices. He also argued that those educating the adults via pop culture can be an effective way of educational strategies by asserting exact position toward population culture. Population culture or pop culture is defined as culture of the masses as distinguished from higher culture.The author started his article by reflecting on the meaning of education as forwarded by gum benzoin Mays, a well known teacher and college president in Atlanta. He particularly used Mays statement about mans having to live his dreams, his ideals and what he aspires to be. In other words, according to Mays, living not by bread alone or taking inhalant from ones spiritual life is very much important. It is therefore in the attainment of self knowledge and understanding ones life purpose where on e discovers the vital goal of education.Yet, the high-technology world has answered critical or important questions of using population culture as a means via the mass media. The author has seen how population culture was used in advertising and the fact that it is used is uncontrollable already in the lives of many people, has recommended therefore the use of the same in learning culture or issues of race, class or gender. He cited authors arguing that media has shaped peoples ideas about race through cultural production of meaning. He cited teeming pieces evidence of how social cultures are made again using media.He therefore cited other authors work producing evidence of cultural meanings delivered through cinema, music, video, TV, radio and Video. It could be therefore tripping to agree with the points raise by the author considering that the issue of population culture is easily cordial to many. There is such a thing what is desired by great number of people or what is popu lar has an effect of influencing attitudes. The author therefore emphasized the important role player of population culture in teaching students.He however warned of multiple interpretations of meanings that producers, consumers, educators of adult and adult learners take. To accomplish the goals of teaching, he recommended the employing activities and strategies as used in this article. As an example, when confronted with multiple interpretations of meanings conveyed by pop culture in race, gender and class, he advocates an attitude of developing a critical analysis and awareness of the ways that attitudes or behaviours may be constrained, controlled or on the other hand, liberated, created and expandedIn some(prenominal) ways the population culture may be taken a strategy to teach issues on gender, class and race, the author emphasized about the importance of the goal which should establish imaginative and nourishing relationships with other people while encouraging them to live harmoniously and cooperatively. It is by this context that the author drives Mays statement that human has to live in symmetry with ideas and unattainable goals.On the principle that the world has become a great nations of democracies which gives the power to the influence of many, it will not be hard to agree as well with the author that the use of pop culture to effect changes in attitudes and values of people through education is an ideal that is easy to accept as what the authors argues about in this paper. References Gay (2002), Preparing For Culturally Responsive Teaching, Journal of Teacher Education, Vol. 53, No. 2, March/April, pp.106-116 Guy (2007), Learning Who We (and They) Are Popular Culture as Pedagogy, New Direc1ions For Adult and Continuing Education, no. 115 Tisdell (2006), Spirituality, Cultural identity, and Epistemology in Culturally Responsive Teaching in Higher Education, Multicultural Perspective, 8(3), pp 19-25 Villegas and Lucas (2002), Preparing Culturall y Responsive Teachers Rethinking The Curriculum, Journal of Teacher Education, Vol. 53, No. 1, January/February, 20-32