The Academic Achievements and the Cultural Origin of the Pupils in the Elementary Schools
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 7
Abstract
The multicultural education affects all phases of the effective classes. Through the multicultural curricula the children learn about themselves and the others. In this way they analyze the beliefs, attitudes, values and behaviors which are characteristic for certain cultures. The members of these cultures need to have greater self-confidence and simultaneously develop evaluation and understanding of the other cultures. Although they learn in the same buildings, it is not a guarantee that quality information has been provided for both cultures. To better illustrate, if the texts, i.e. textbooks and other teaching resources do not provide contents with equal quality, equally objective notions of the differences in the existing cultures of the pupils, then the goals of the multicultural living will be that much more distant. The purpose of the paper is to theoretically review the cultural origin of the child is determined by its ethnic identity, social and economic status, the religion, mother tongue, gender and experiences in certain groups and sub-groups. Taking such a set of factors as a starting point, this paper highlight the importance of the basic dimensions (we consider them as challenges) of the multicultural education, for which Banks (1993) gives an opinion, as follows: 1. Integration of the contents; 2. Building the knowledge; 3. Equity pedagogy; 4. Consolidating the school culture, and 5. Reduction of the prejudice. These dimensions are the embodiment of the spirit of the multicultural in the educational practice. We conclude by discussing key findings and identifying issues for further studies.
Authors and Affiliations
Lulzim Murtezani
Keywords
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- EP ID EP419546
- DOI 10.9790/0837-2307054144.
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