Community Learning
"Equity is defined as equality of outcomes ... [and]... sometimes
equality means treating people the same, despite their differences, and
sometimes it means treating them as equals by accommodating their
differences." (Wright 4)
The literature and inclusivity in schools today are prime examples of the how the school boards have welcomed the opportunity to have multiculturalism in their classrooms. The diversified children displayed in the books create a sense of community and metacognitively reach the students in a way that allows them understand that multiculturalism is a natural part of education and furthermore, of life. The accepting, leave no child behind mantra lets students know that teachers are there for them and their education, no matter what.
A classroom set up using the Tribes model is a prime example of a classroom that strives to provide equality for everyone is the classroom no matter their background. Classrooms are referred to as “learning communities” which is a key aspect to a tribes teaching philosophy. Students in an accepting and equal environment created by tribes would experience a climate where the school becomes “safe, caring and motivational for all,” and they would participate in “active learning groups” that ensure that no one is excluded.
At young age students are able to learn about different cultures, their customs and their holidays in a safe and accepting environment. Students are also more likely to see their own race represented in an array of careers during a social studies lesson. The community building that is represented and encouraged by multicultural classrooms is reaching the goal of creating an equal society for future generations.
K.D
Wright, O.M. (2000). Chapter 2: Multicultural and anti-racist education: The issue is equity. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 57-98). Toronto: Sumach Press
Gibbs, Jeanne. Reaching All by Creating Tribes Learning Communities. Center Source Systems. Windsor, California. 2006.
The literature and inclusivity in schools today are prime examples of the how the school boards have welcomed the opportunity to have multiculturalism in their classrooms. The diversified children displayed in the books create a sense of community and metacognitively reach the students in a way that allows them understand that multiculturalism is a natural part of education and furthermore, of life. The accepting, leave no child behind mantra lets students know that teachers are there for them and their education, no matter what.
A classroom set up using the Tribes model is a prime example of a classroom that strives to provide equality for everyone is the classroom no matter their background. Classrooms are referred to as “learning communities” which is a key aspect to a tribes teaching philosophy. Students in an accepting and equal environment created by tribes would experience a climate where the school becomes “safe, caring and motivational for all,” and they would participate in “active learning groups” that ensure that no one is excluded.
At young age students are able to learn about different cultures, their customs and their holidays in a safe and accepting environment. Students are also more likely to see their own race represented in an array of careers during a social studies lesson. The community building that is represented and encouraged by multicultural classrooms is reaching the goal of creating an equal society for future generations.
K.D
Wright, O.M. (2000). Chapter 2: Multicultural and anti-racist education: The issue is equity. In T. Goldstein & D. Selby (Eds.), Weaving Connections: Educating for Peace, Social and Environmental Justice (pp. 57-98). Toronto: Sumach Press
Gibbs, Jeanne. Reaching All by Creating Tribes Learning Communities. Center Source Systems. Windsor, California. 2006.
