Voices in Education
  • The Importance of Change
    • Teachers as Change Agents
    • Collaborative Learning
    • Incorporating the Arts in Schools
    • Video
  • Morals in Education
    • Rewards & Motivation
    • Value Education Inherent in our School Structure
    • Predictability in the Classroom
  • Reform in Education
    • Progress on Education Reform
    • Windsor's LEED School Initiative
    • Sand vs Bricks
  • Citizenship in Education
    • The Importance of Citizenship
    • Striving to Belong
    • Inclusive Environment in Canada
  • Our Poems on Citizenship
    • Making a Difference
    • Diversity
    • We Become One
  • Guidelines for Teaching
    • Teachers as Facilitators
    • Teacher-Student Connection
    • Management Strategies
  • Issue 3: Should Behaviorism Shape Educational Practices?
    • YES: Beyond Freedom and Dignity
  • Issue 6: Are Truly Democratic Classrooms Possible?
    • Classroom Climate
    • The Democratic Classroom
  • Issue 8/9: Yes/No “No Child Left Behind” is Irretrievably Flawed
    • The Implications of No Child Left Behind
    • The Downfall of Assessment
    • Reality Beyond the Classroom
  • Learning or Unlearning Racism
    • Recognize, Relate and Respect!
    • Breaking the Cycle of Racism in the Classroom
    • Overcoming False Priviledge
  • Gender & Sexual Diversity in Schools
    • Sexuality Acceptance beyond the Classroom
    • Bruises Hurt; Words Kill
    • Recognizing the Rights of the LGBT
  • Multicultural Education in the United States and Canada
    • Community Learners
    • Proud to Be
    • Creating a Multicultural Classroom
  • Equity
    • Reflection of Identities
    • Life of an Immigrant
  • Educating towards a culture of peace
    • Peace through Education
  • Becoming a Professional
    • Teachers: The Character Role Models
    • The Dated Role Models
    • Building your Professional Identity

Community Learning

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 "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.



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