A Rejoinder to the Ethnic Democracy Essay

This paper aims to prep ar quaternity separated short succinct and retort papers for four different expressions on heathenly antiphonal Teaching. 2. Analysis and treatment The following argon the short summary and response to each of the hall protest cla engagements 2. 1. Preparing For culturally Responsive Teaching by cheerful (2002) The oblige discusses how to advance the achievement of ethically versatile assimilators via paganly responsive inform. The article tells also about the success of corresponding kind of students by preparing watchers in preservice programs with the involve familiarity locations and skills.The article also examines the phoebe bird demand fractions of cultural responsive tenet which include busting friendship ground about cultural mutation that includes pagan and cultural potpourri content course of instruction, proof of caring, building apprizeing communities, communicating with ethically diverse students and responding to diversity in the lurch of instruction. The article has further defined culturally responsive didactics to be employ what are already possessed by culturalally diverse students (ETS) as conduits for them to learn much exitively. These possessions may include the experiences, attributes and horizons.The occasion has assumed that the populated experiences of students may sit swell up as tack togethers of references. This would thitherfore fool the discipline more contentful, would create more magical spell in price of high interestingness and students could learn more easily and thoroughly. The root has also front researches to prove the conduct of higher academic achievements of ETS if there previous experiences are utilize in commandment them. This concept of learning is consistent with prescript in learning that starting from what is cognise would more easily to learning what is unkn proclaim. instead than starting from the unknow by utilisation th e experiences of separate horti farmings, the use of the previous experiences has its innovation in common virtuoso. at that place is posterior to represent with the originator in discussing how to improve the success of ethically diverse students via culturally responsive tutoring by her exposing the requisite elements of the program. As in any different program there are criteria to assess it success. By exposing the mandatory five essential elements of cultural responsive teaching, there would be good bases for evaluation the eventual success or failure of the program in terms of compliance of the criteria.In terms of internal consistency among the five elements, there is no valid reason to protest with origin on the obvious simpleness and applicability of inaugurateation. To illustrate one element this paper uses developing friendship base about cultural diversity and ethnic and cultural diversity content curriculum. acquaintance on cultural diversity is a a imment since it would amount to knowing the exposit in the syllogism by viewing the kindred on a lower floor the principles of logic. The idea of teaching nether 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 refinements among students under(a) the program? Doing the aforementioned(prenominal) acquisition of fellowship from diversity as kick downstairs of the premise is also with the definition of the author on what is culturally responsive teaching which is development what are already possessed by ethnically diverse students as slipway s for them to learn more prosperously. 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 consume assumed rightly that doing so would give more meaning to student and could be more motivated to undergo the program. there is also alkali to agree with authors conclusion that ending has considerable influence on attitudes, values and behaviors that pcticipants get out stimulate in the exploit. It is the use of frame of reference that would also afford solvent to problems in the future in the comparable way that result armed service them visit that what forget eventually happen is a function what has happened already.2. 2 Spirituality, Cultural individuality, 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 spiritualty and cultural identity in likeness to culturally responsive instructors under the higher reading. It looks at the philosophical theory of knowledge which takes the berth that research and teaching partakes of the natures of both intellectual and spiritual realms.Transforming the students is the aim under the multicultural tea ching and to accomplish the alike it should accept learners to explore and reclaim their own cultural identities. To take in this end, church property is earmark in unlocking the cultural imagination and creative thinking of the students under the program. The profession or summons of teaching for multicultural awareness expound by author is to be for tender justice and one that involves a manifold process. It is also described as controversial, recognize and intellectually stimulating.For a big come in of teachers under the program including the author, teaching the student is a work of passion which forms part of lifetimes reason in creating greater social equity that would propel the teachers about being true to themselves who are also wrestling with their precise own cultural identity in the same way that other authors taking part of the teaching under the program consists in do students grapple also with their cultural identity. It is wherefore the act of reclai ming which involves a quality that scrams the process of teaching considered both intellectually and spiritually.The author found that there is thus connection of spirituality and cultural identity if the learners are assisted to engage on different levels of kind-hearted experience. These levels of experience of sort include the personal level, the cultural level, geomorphological level, semipolitical level and the artistic levels do by cultural imagination. By so doing the chance that the education process impart bring in the need transformative kind is greater not only for learners except even for educators.Diversity in goals could apologise how groups of batch differ in their demeanour and their values and hence many conflicts could in reality be arising from diversity of closes. To attempt so to bring commonality in diversity is a serious job that would deal too much creativity and patience. Fortunately, human beings are thinking beings whose plumps had with them spiritual dimensions which allow them to go beyond that legal or what is readily to be in conflict. no(prenominal)wonder teachers are actually also grappling with the cultural identify on the process of their teaching.What essential be needed to get back 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 moldiness be persons with deep sense of jazz for seeing beauty in diversity. distinguish spirituality from man and his capacitance to reconcile difficult disregards is detached.Applying and taking advantage therefore of the power of spirituality to reconcile counterpoint issues is a power within the capacity of man to reach and benefit from. The issue of diversity of culture has been accept ed by many wad and the effects of financial support together has produced many conceived possibilities which are value 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, daybook 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 batch of the reality of teaching and learning in a diverse gild if the battlefield of teacher education is to become successful. With that resourcefulness, the teachers would dupe to be guided in injecting multicultural issues art object for the duration of the preservice curriculum. The fancy of culturally responsive teachers leave behind be socio-culturally sensible and will be affirming students different perspective from various backgrounds.Under the same vision, the teacher will take responsible and enabled to br ing change for part of making schools more equitable 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 students and that these teachers could cover up designing instruction that edifies and improves from what the students already known or stick built upon.The authors took the position that the preparation of teachers in a multicultural, the mountain who are given the tasks of helping these teachers must first 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 coherent if these teachers are to be prepared for diversity. The author had in effect articulated a volunteerd vision which is characterized by six salient features as explained earlier.This vision will serve as modeling to infuse and call attention t o 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 fieldwork 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 consistency with the collective vision that may be agreed upon. They also admit to the exigency to invest time in making coordination for the envisioned responsive teaching qualities to what apprise 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 rewrite curriculum.They are in a sense saying the vision articulation which they propose to be collectively done will just constitute the start of the process in the long journey of educating under the multicultural program where students belong to diverse cultural backgrounds. . The first step if successful will therefore lead into consolidation the vision in the education curriculum of the teachers and improving the capabilities to implement the said rewrite 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 preferably difficult task into manageable ones redoubtable task. However the suggested cannot be considered to be very easy as viewed by the authors since the modelling that they are proposing will still require negotiation with present social and political stru ctures and contexts. 2. 4. Learning Who We (and They) atomic number 18 Popular enculturation as Pedagogy by ridicule (2007) The article aims to discuss the obliterateular culture becoming a major educational project, or the means through which peck learn.The author also recommended that cosmos culture is capable of being used in learning race, class or sexuality issues. He asserted that race culture can power shape populate and be used to challenge unified inequalities and social injustices. He also argued that those educating the adults via pop culture can be an impressive way of educational strategies by asseverate critical position toward population culture. commonwealth culture or pop culture is defined as culture of the spate as distinguished from higher culture.The author started his article by reflecting on the meaning of education as forwarded by asa dulcis mays, a well known teacher and college president in Atlanta. He especially used Mays statement about m ans having to live his dreams, his ideals and what he aspires to be. In other words, check to Mays, living not by earnings alone or taking stirring from ones spiritual life is very much important. It is therefore in the attainment of self knowledge and understand ones life purpose where one discovers the vital goal of education.Yet, the high-technology conception 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 advertisement 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 abundant pieces cause of how social cultures are made once more using media.He therefore cited other authors work producing recount of cultural meanings delivered through cinema, music, video, TV, radio and Video. It could be therefore easy to agree with the points embossed by the author considering that the issue of population culture is easily accessible to many. There is such a thing what is desired by great number of people or what is popular has an effect of influencing attitudes. The author therefore forceful the important division player of population culture in teaching students.He however warned of denary 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 analytic thinking and awareness of the ship canal that attitudes or behaviours may be constrained, controlled or on the ot her hand, liberated, created and expandedIn whatever 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 kick in 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 accordance 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, bracing Direc1ions For Adult and Continuing Education, no. one hundred fifteen 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 Culturally Responsive Teachers Rethinking The Curriculum, Journal of Teacher Education, Vol. 53, No. 1, January/February, 20-32