Category Archives: Articles – Multicultural
Students fight assault on history
This is a tale of two countries.
The first country was built on a radical new promise of human equality and a guarantee of the right to life, liberty and the pursuit of happiness. That country made it possible for even those born in the humblest and most meager circumstances to climb to the pinnacle of prosperity and achievement. It helped save the world in a great global conflagration, fed and rebuilt the devastated nations of Europe, planted the first footprints on another world.
The second country was built on the uncompensated labor of human beings owned from birth till death by other human beings. That country committed genocide against its indigenous people, fabricated a war in order to snatch territory belonging to its neighbor, put its own citizens in concentration camps. And it practiced the “science” of eugenics with such enthusiasm that it inspired advocates of mandatory sterilization and racial purity all over the world. One was an obscure German politician named Adolf Hitler.
Obviously, the first of those countries is America. But the second is, too.
This would not come as a surprise to any reasonably competent student of American history. But that is a category that soon may not include students in Jefferson County, Colo. The good news is, they are not taking it lying down.
To the contrary, hundreds of them staged mass walkouts from at least five area high schools last week. They chanted and held up signs in protest of a proposed directive from a newly elected conservative school board member that would require teachers of history to “promote citizenship, patriotism, essentials and benefits of the free enterprise system.”
They Quietly Judged Him For His Skin Color Then They Got A Shocking Surprise. Greek filmmaker Nancy Spetsioti directed Tzafar, a powerful short film about casual, every day racism. Its subtlety underscores a powerful and timeless message about how we treat other people.
Discussions about racism should be all-inclusive and open to people of all skin colors. However, to put it simply, sometimes White people lack the experience or education that can provide a rudimentary foundation from which a productive conversation can be built. This is not necessarily the fault of the individual, but pervasive myths and misinformation have dominated mainstream racial discourse and often times, the important issues are never highlighted. For that reason, The Frisky has decided to publish this handy list that has some basic rules and information to better prepare anyone for a worthwhile discussion about racism.
Note: Invoking parent bragging rights. This is my son Chris (Force) Howe in the video accepting award with Chicago Public Library.
I am pleased and honored to have been asked to join the Editorial Board of the new Journal of Family Diversity in Education. Congratulations to the editors Monica Miller Marsh (Kent State University) and Tammy Turner-Vorbeck, (Purdue University).
FOCUS AND SCOPE
The Journal of Family Diversity in Education is the journal of the Family Diversity Education Council and is hosted at Kent State University. In order to enact the mission of the FDEC to generate, share, and disseminate knowledge related to issues of family diversity and equity in family-school-community relationships, this journal represents a formal, rigorous exchange of the new ideas, pedagogy, and curriculum of this field.
The Journal of Family Diversity in Education (JFDE) is the culmination of those whose work is attempting to shine light upon and oppose limited, hegemonic conceptions of families, particularly in the domain of family-school-community partnerships.
Over the last several decades, a body of research has emerged that focuses on home-school-community relationships, yet much of that work is built upon the premise that the term “family” has a common meaning. For scholars and practitioners who are working to analyze, critique, and redefine notions of family and the resultant implications for those partnerships, there are very few outlets for publication.
The JFDE provides a forum for researchers and professionals who are working alongside the vastly different forms of family that exist in schools today to renegotiate the very relationships within family-school-community partnerships. This, in turn, will positively impact and transform curricula, pedagogy, and policy.
Here in the JFDE, we seek interdisciplinary scholarship that extends the dialogue around issues of family diversity and equity in family-school-community partnerships. We view this journal as a space where the voices of educators, counselors, social workers, policymakers, parents and custodial family members, and advocates for children will be in conversation to work toward more inclusive curricula and schooling.
We are pleased to offer a fully refereed, online journal that welcomes diverse and creative theoretical approaches. We are fortunate to have an expert journal Editorial Board invested in guiding and shaping the quality and content of the scholarship of this journal.
The earliest recruit for this regiment was enlisted August 11, 1863, but most of the men came to the regiment at its rendezvous in Fair Haven during the last three months of the year. The full number and more were attained in January 1864.
For lack of officers it was not mustered into the United States service until March 8th. Four days after. Colonel William B.Wooster, formerly Lieutenant Colonel of the Twentieth Connecticut reported for duty and soon took command. After the presentation of a flag by the ladies of New Haven, the regiment embarked on a transport March 19th. It arrived at Annapolis, Md., and disembarked March 22d, pitching its first tents near Camp Parole. Not until April 6th was the regiment furnished with muskets, of the best Springfield pattern. The regiment was assigned to the Ninth Corps, and on the 9th sailed, on two transports for Hilton Head, S. C., where it arrived April 13th. Thence it was ordered to Beaufort, S. C., where it disembarked and encamped the same day. Here drill, picket, and guard duty occupied the attention of officers and men nearly four months. August 8th orders came to leave, and the next day the regiment sailed for Bermuda Hundred, Va., arriving August 14th. A part of the regiment was immediately sent on a reconnaissance with a portion of the Tenth Corps.
Though coming under fire for the first time, the men displayed great coolness and bravery. The regiment was assigned to General William G. Birney’s Brigade, General D. B. Birney’s Division of the Tenth Corps, making, with the Seventh, Eighth, and Ninth Regiments, United States Colored Infantry, and other colored regiments, a colored division, the Third of the Tenth Corps. It was engaged In an advance at Deep Bottom, under General Butler, and repulsed a rebel attack on the 16th and 17th of August. Returning to the Bermuda Hundred front, it encamped near Point of Rocks. August 24th the Tenth Corps relieved the Eighteenth In the trenches In front of Petersburg, on the right of the place where the mine was exploded. Here the Twenty-ninth remained under constant and wearing duty until September 24th, when the whole corps was ordered to the rear for rest and replenishing its worn and scanty clothing. On the 28th It marched to Deep Bottom, and the next day, with the Eighteenth Corps, engaged under General Butler In taking Fort Harrison and a part of its connecting line of earthworks, about seven miles from Richmond. An unsuccessful but most persistent attack was made upon Fort Gilmore, the next in the line, but at evening the corps retired to the trenches just in their rear, and proceeded to turn them. The next day the enemy, with heavy reinforcements, endeavored most vigorously to dislodge them, but without success. October 7th the regiment assisted in repelling an attempt of the enemy to turn the right of the line.
With the Eighth and Forty-fifth Regiments, United States Colored Infantry, the Twenty-ninth constituted the Second Brigade, Third Division, Tenth Corps. On the 13th it joined with others In a reconnaissance in force toward the right of the line, across and beyond the Newmarket Road to the Darbytown Road. There was some sharp fighting and considerable loss of men. On the 27th and 28th of October the Tenth and Eighteenth Corps attacked along nearly their whole front, in conjunction with a forward movement of the Army of the Potomac. The Twenty-ninth formed the skirmish line of its division, and drove the enemy into their works and kept them there. The men behaved admirably, remaining on the advanced line through the entire night, till relieved in the morning. It was the only regiment meeting with loss In this affair at the Kell House. Its loss was eighty. Soon after, the regiment was placed in the First Brigade and assigned the duty of garrisoning the line of forts along the Newmarket Road, a most important duty.
December 5th the Tenth and Eighteenth Corps were reorganized and a corps of colored troops formed, called the Twenty-fifth Corps. The Twenty-ninth was placed in the Second Brigade, First Division, and moved into the line on the left of Fort Harrison. Here it remained during the winter, picketing, drilling, and building forts and roads, in preparation for the spring campaign.
Late in March, 1865, the regiment was moved into Fort Harrison, which was supposed to be undermined and the most probable point of rebel attack. Here they witnessed the last rebel dress parade on the afternoon of Sunday, April 2d. Early the next morning explosions of rebel gunboats in the James, and of magazines in Fort Darling and in the direction of Richmond, and the coming in of deserters began to announce the rebel evacuation. The heavy firing of the two days before on the distant left across the James, and the order for extreme watchfulness, had prepared the whole division along this, the nearest part of the line to Richmond, for this result. By the earliest dawn the Twenty-ninth was in marching order and eager for the pursuit. The men were soon over the breastworks, through the bristling abbatis and the thickly planted torpedoes, and in the deserted rebel fort. They found the guns spiked and the tents standing, but with every breadth of canvas slashed by a knife. They waited to see no more, but hurried out upon the high-road to Richmond, which was strewn with articles cast aside by the retreating rebels. Then began the exciting race to first reach the burning city, the flames and smoke of which could be distinctly seen. Two companies of the Twenty-ninth, C and G, were ordered forward as skirmishers, and were the first infantry to reach the city. The cavalry scouts had preceded them and were stationed at the entrance of the city to halt all stragglers. The brigade in which was the Twenty-ninth was stationed in Batteries Nos. 5, 6, 7, and 8 of the interior line of the defenses of the city.
On the 13th the regiment moved to and through Petersburg, camping near Patrick’s Station on the City Point railroad. On the 18th it marched to City Point and sailed to Point Lockout, Md., where it was engaged in guarding the general depot for prisoners of war, containing about 20,000 prisoners, until May 28th, when it was transferred to City Point to await transportation. June 10th it sailed with the Twenty-fifth Corps for Texas, touching at Mobile and New Orleans, and arriving at Brazos de Santiago July 3, 1865. Thence it marched to Brownsville, Tex., where it remained in camp until ordered to Connecticut for muster-out October 14, 1865. It waited at New Orleans for transportation from October 27th to November 11th, when it embarked for New York and Hartford, arriving at the latter place November 24th. The next day the regiment was paid and discharged.
|Multilingual Children: Beyond Myths and Toward Best Practices
If you’re looking for current resources on how to conceptualize and implement supports for children who are multilingual, you will enjoy this issue of the Social Policy Report. It considers issues that range from the strengths of multilingual children (and the practices early childhood professionals can use to develop those strengths) to who is multilingual, with thoughtful attention to supporting young children who may speak different dialects.
Access the entire issue at http://www.srcd.org/sites/default/files/documents/E-News/spr_27_4.pdf
America’s “melting pot” status is one that most citizens are proud to claim. The fact that people here often refer to themselves as one ethnicity or another, and rarely as simply an American, is proof that being from somewhere else – however far removed – is a source of familial pride. Even African Americans, who do not always have an Ellis Island story in the family tree, find collective strength in the stories of their ancestors and what it means for their lives today.
This blending of cultures is both a blessing and curse of the K-12 classroom. With more diversity than ever, teachers have to adjust methods from one student to the next, and from one year to the next. Multiculturalism is about more than a classroom with varied skin color – it includes careful examination of the neighborhoods, parenting styles and general experiences that shape each and every K-12 student.
In my new book The Call to Teach: An Introduction to Teaching, I examine multicultural education and what impact the diverse students of today will have on the next generation of educators. Today I want to touch on the term “multiculturalism” and examine its meaning in K-12 classrooms.
In its most basic sense, multicultural education is a progressive approach for transforming education based on educational equality and social justice. The components required in educating a multicultural education are content integrations, prejudice reduction, empowering school culture and social culture. These all relate and all require attention as they relate to the efforts of conflict resolution in today’s world. What kids learn in their classroom environments when it comes to interactions with those who are different from them translates into how well they will manage life in the global marketplace.
In the last century, there has been an increase in global mutual acceptance of opposing views and different cultures – though arguably, there is still a long way to go. Specifically when it comes to America, it is crucial that multicultural education exist with the increasing number of students who speak a second language and come from somewhere else. Diversity exists even within mainstream society and students need to have the communication life skills that multicultural education promotes.
Teaching in a Multicultural Society
So what does all this talk about multiculturalism really mean in the contemporary classroom? What can teachers do to make sure they practice pedagogical individualism and promote the diversity that exists in society as a whole? Since each classroom is different, each approach will be varied as well. Some important common ground when it comes to multicultural teaching should include:
Careful observation. David Kolb created a four-step model for really understanding the needs of a particular student group. He starts with concrete experience, adds reflective observation and then moves to abstract conceptualization and active experimentation. In other words, multicultural education cannot be taught in a textbook. It must be developed by each educator based on a particular student group.
Learning style guidance. Teachers can help students discover their academic strengths by helping them discover their own learning style. In this way, students discover what method of comprehension works best for them based on their own backgrounds and personalities. If educators make this learning style quest a class project, an inherent lesson in multiculturalism is taught.
Pride in heritage. Educators should look for ways to emphasize the differences between students in a positive light. This might mean writing essays on family background or partnering with other students to help each other develop projects that accent the culture of the other. This can include prompts that look back on family history for generations, or could ask students to look at their current family setup.
There are scores of ways that educators can approach multiculturalism in K-12 classrooms but the first step is recognizing its importance. For today’s students to experience lifelong success on the global scale, educators must recognize the need for multiculturalism in pedagogy.
How do you adjust to and promote multiculturalism in your classrooms?
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