Description
research various perspectives of a multicultural education issue and develop an advocacy plan to effectively communicate and advocate for a culturally responsive solution. During the development of your advocacy plan, synthesize and reflect on the major learning points that are applicable to leading culturally responsive social change in your context.
To prepare for this Assignment, review the issues you identified in the Equity Audit assignment. The link below is my equity audit assignment:
https://documentcloud.adobe.com/link/track?uri=urn...Review Chapters 1–5 (pp. 1–64) of “An Introduction to Advocacy: Training Guide.” the link below is the intro to advocacy training guide:
https://class.content.laureate.net/26ba4b2a7487808f9d5ab43c929aff9e.pdf
instructions:https://documentcloud.adobe.com/link/track?uri=urn...
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Explanation & Answer
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(Last Name)
(Student Name)
(Instructor Name)
(Course Number)
(Date)
(EDPD 8044 Outline)
1. Introduction
1. Research different perspectives on multicultural education and develop an advocacy plan
that situated action over mere diction and discourse.
2. At the foundation of the issue is the continued consequence for many minorities who have
been forced to endure years of curriculum that contributes to losing their own ethnic,
cultural, and linguistic historiography as a necessary price for entering civic life.
2. Problem Statement
1. For far too long, classrooms and educational institutions across the country have enforced
a curriculum situated around a liberal multiculturalist mindset. This mindset contends that
the approach to disparate education groups is through a “human relations approach that
recognizes cultural diversity and pluralism” (Grant & Sleeter, 2006).
2.
Although this approach to multicultural education is essential, it can prevent genuine
understanding of the underlying dynamics that place a formidable role in stymying
legitimate social change. Those in the latter camp refer to themselves as critical
multiculturalism and believe that teachers and students. Critical multiculturalists primarily
espouse this philosophy. These individuals acknowledge “teachers and students must not
assume that because there are laws to promote justice and democracy,” (Alismail, 2016,
p. 153).
(Last Name)
3. Advocacy Objective & Rationale
1. Fundamental social change occurs from people, individuals, and messages that resonate
with the masses and constitute a robust response. Protests, revolutions, and coup attempts
were the result, at least in part, of the intellectual communities and educational
institutions espousing views and perspectives that are antithetical to the ruling
government.
2.
In a report published by Morell (2019), data gathered from Buffalo Public Schools
suggest that student of color overwhelmingly “perceive a lack of inclusion of their
historical backgrounds in the taught curriculum, as well as a lack of understanding of how
they are positioned as people” (Morrell & Cash, 2020, p. 6).
4. Advocacy Approach & Synthesis
1. The principles of multicultural education are prominent in mitigating the pervasiveness of
bigoted thoughts and beliefs while simultaneously showing communities of color that
there is significant positivity associated with the racial equality movement.
2. The principles, in this case, are (1) the creation of social and cultural projects that tie in
elements of cultural and linguistic diversity, (2) structural effects of the institution, and
(3) social/cultural effects. These effects generally deal with tailoring curriculum to be
culturally mediated and require the teacher to act more like a facilitator when interacting
with culturally or linguistically sensitive material.
5. Conclusion
1. At the foundation of the issue is the continued consequence for many minorities who have
been forced to endure years of curriculum that contributes to losing their own e...
