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Why Diversity Matters education, law, and a range of professional schools, as well as colleges dedicated to lifelong learning and continuing education.

Teaching, Inclusion, Teachers Diversity and Multicultural Education in the Classroom

Another aspect of diversity education that is especially challenging is bilingual and multilingual education. Both in seemingly homogenous societies as well as in more culturally diverse societies, language differences pose a unique challenge. In countries as diverse as Canada, Sweden, Japan, and the United States, policymakers and the general public have often viewed language differences as problematic and as an impediment to social cohesion (Crawford, 2000; Cummins, 1998; Fishman, 1976; Ota, 2000). As a result, programs such as bilingual and multilingual education, immersion education in the national language, and second language instruction have been viewed with varying levels of suspicion, depending on whether they are perceived as adding to, or detracting from, national unity. South Africa is unique in having eleven official languages, and this too presents challenges and opportunities as each of the languages is associated with a particular ethnic group which in turn has a specific set of political, social, and economic conditions.
Although promoting multilingualism is an official policy of the South African constitution, realities such as the lower status and prestige of languages other than English (and to an extent, Afrikaans) and the social, cultural, and economic capital to be derived from them, are issues of particular salience in this context (Mda, 2004). Finding a balance between promoting language diversity and securing social cohesion is thus a conundrum that will need to be worked out, not only in South Africa but also in numerous nations around the world. What is evident to proponents of diversity education, however, is that an imposed language that neglects to recognize and affirm languages other than the lingua franca (such as is the case with English Only in the United States), is in direct contradiction of the very nature of social justice and equal rights.

The Diversity In Higher Education Essays - …

Diversity in Education Essay - 2546 Words - StudyMode

There are those who are under the misconception that being from a different culture or of a minority group automatically qualifies an applicant for admission. This is not the case at all. Diversity in nursing education still requires that applicants from culturally diverse backgrounds meet admission requirements. The concern of educational institutions is to be able to address issues that may hamper a more diverse enrollment are often one of the essay options for nursing school application. Admissions boards want to know how coming from a different background has influenced applicants, and how that can be an asset in both their program and the nursing field. Some guidelines that can be useful in writing diversity essays for nursing school admissions include:

Diversity in the Classroom - UK EssaysIt provides you a solid groundwork to comprehend cultural diversity in a classroom; Education Essay Writing Service Essays …

In general, as my colleague Patty Bode and I have suggested elsewhere, access and equity must be the overarching framework for diversity education (Nieto & Bode, forthcoming). Absent this critical perspective, diversity education can too easily skirt the issues of inequality that make creating a just school system, and indeed, a just society, impossible.Diversity education is also not simply about culture and cultural differences, although of course it does embrace these concerns. But a focus on culture alone, as if everyone from the same background behaved in the same way or held the same values, is in the end ineffective (Gutiérrez & Rogoff, 2003). The same can be said of the kind of diversity education that focuses on the past glories of marginalized populations. If we agree that it is centrally about access and equity, then we need to accept that some culture-centric approaches based on romantic notions of an idealized past can simply obfuscate the primary goals of diversity education.I define these as ‘profoundly multicultural questions’ because they concern first and foremost equity and access. In addition, they imply that hidden dimensions of education, including low expectations of students of marginalized backgrounds, are equally vital to consider.
Diversity education must also take into account how asymmetrical power relations position pluralism in schools and society. A simple ‘celebration of diversity’ is not enough because it fails to address how some groups benefit from unearned power and privilege based on their race, gender, social class, or other social difference, and how such power and privilege are used against the very same people whose diversity is being celebrated. The antiracist movement, first in the U.K. and Canada, and later in the United States, is a case in point, particularly because multiculturalism without an antiracist perspective has been viewed by some as simply a way to manage disruptive groups of people of colour (Troyna, 1987).