NOTE: Free essay sample provided on this page should be used for references or sample purposes only. The sample essay is available to anyone, so any direct quoting without mentioning the source will be considered plagiarism by schools, colleges and universities that use plagiarism detection software. To get a completely brand-new, plagiarism-free essay, please use our essay writing service.
One click instant price quote
Respect, equality, and diversity are three words that represent how multiculturalism describes Canada. When respect, equality and diversity exist together as a balanced trio, all Canadian students will benefit from the positive society that continues to emerge. Multiculturalism speaks of Canadas many cultural influences and different ways of living. Canada has always been multicultural, beginning with the cultural diversity of the First Nations, and then accepting peoples of English, French, Irish and Scottish ancestry, etc. This process continues to this day, and Canada is always improving as a nation with the addition of more cultures from around the world. Canada introduced official multiculturalism with the passage in 1947 of the Canadian Citizenship Act.
For the first time, people born in Canada were given the status of Canadian citizens rather than British subjects. Since then, multiculturalism has developed from an initial description of the population to being central to the way we define ourselves (Department of Canadian Heritage, 1998, p. 8). In 1971, the federal government recognized multiculturalism as a central characteristic of Canadian society through the adoption of a formal Multiculturalism Policy. The policy encourages a vision of Canada based on the values of equality and mutual respect with consideration of race, national or ethnic organ, colour and religion. In 1998, the multiculturalism policy became law when Parliament passed Canadian Multiculturalism Act (Department of Canadian Heritage, 2 nd ed, 1998, forward). Multiculturalism upholds such values as freedom and democracy.
Canada is known around the world as a country that respects democratic rights and cultural diversity. Since the adoption of the Multiculturalism Policy, Canada has done a better job of integrating newcomers into its society than most other countries. This is an accomplishment that we should all be proud of (Department of Canadian Heritage, 1998, p. 8). Facts About our Diversity One of Canadas strongest assets is our cultural diversity. According to the 1991 Census, 27 % of Canadas population reported origins other than British, French, or Aboriginal. As well, 12 % of Canadas population reported they had at least one other origin.
The population of Canada is likely to become even more diverse in coming years. By the year 3006 43 % of all Canadian will have at least one origin other than French, British, or Aboriginal (Department of Canadian Heritage, 1998, p. 9). Multicultural Education in The Classroom Every school and every classroom in this country can be a place where teachers and students are accepted and recognized regardless of race, culture, religion or language. Each classroom can be a place where diversity is encouraged and everyone is treated fairly. Teachers face many challenges as they construct their instructional programs. They must consider their students and recognize their range of linguistic and cultural groups in their classrooms, as teachers should provide equal educational opportunities for all students (Tompkins, G.
E. , Poland, M. J. , Bright, R. M. , & Windsor, P. J. T. , 1999, p. 536).
Teachers should introduce cultural alternatives, promote tolerance for ethnic diversity and promote an appreciation of ethnic diversity. Teachers should incorporate multiculturalism into their classrooms and there are no limitations as to the variety of ways a teacher can include multiculturalism into their classrooms and there are no limitations as to the variety or ways a teacher an include multiculturalism into their own classroom. The Ontario Curriculum Language Arts Multiculturalism can be incorporated into most areas of the Ontario Curriculum Grades 1 - 6 in subjects such as language arts, social studies, music, art, science and technology, etc. Multicultural literature is an important mechanism for introducing and helping students value cultural differences and recognize ethnic similarities. Literature that represents any distinct cultural group through accurate portrayal and rich detail is known as multicultural literature. Multicultural literature is a mechanism for fostering cultural awareness and appreciation.
It affirms the cultural identity of students of diverse backgrounds and develops all students understanding and appreciation for other cultures. Students explore and expand their cultural values and beliefs as they read multicultural literature. Students vicariously experience other cultures, and these experiences influence the way they interact with people in our culturally pluralistic world. Multicultural literature includes six types of literature: Folktales and other traditional stories, Historical fiction, Contemporary realistic fiction, Biographies, Poetry and Informational Books. Multicultural literature should be used in classrooms whether students represent diverse cultures or not.
Multicultural literature is good literature and students enjoy reading these stories as they discover that people of all cultural groups are real people with similar needs and emotions (Tompkins, G. E. , et al, p. 537 - 538). Although multiculturalism is not a requirement in the Ontario Language Document (1998), it is primarily examined in the Ontario Social Studies Document. Under the strand Heritage and Citizenship the following topics are covered: Grade one: Relationships, Rules, and Responsibilities Grade two: Traditions and Celebrations Grade three: Pioneer Life Grade four: Medieval Times Grade five: Early Civilizations Grade six: Aboriginal Peoples and European explorers As well, under the strand Canada and World Connections the following topics are covered: Grade one: The Local Community Grade two: Features of Communities Around the World Grade three: Urban and Rural Communities Grade four: The Providence and Territories of Canada Grade five: Aspects of Government of Canada Grade six: Canada and Its trading Partners By incorporating multiculturalism into the Ontario Curriculum and the hidden curriculum teachers promote equal opportunities, pride toward Canada, knowledge of diversity and promote respect and equality. Adapting the Classroom for Different Cultural Backgrounds When teachers are establishing and teaching classroom rules and procedures, they need to remember that their students come from a variety of cultural backgrounds. Culture refers to the knowledge, customs, rituals, emotions, traditions, values, and norms shared by members of a population and embodied in a set of behaviours designed for survival in a particular environment.
Because students come from different cultural backgrounds, they bring with them different values, norms and behavioural expectations. Teachers cannot act as if everyone shares the same cultural expectations and ignore the cultural differences. Unfortunately most schools follow the values, norms, and behavioural patterns of middle-class, white, European cultures. These values and norms differ in significant ways from the values, norms, and behavioural expectations found in non-dominant cultural groups.
Teachers must understand that schools are culturally situated institutions and teachers should strive to learn more about the cultural backgrounds of the students they teach (Levin, J. and J. Nolan. , 1996, 143 - 144) With the heavy curriculum teachers face it is very difficult for them to include separate units on multiculturalism, racism and / or diversity. Language Arts teachers have an advantage in their curriculum; they can easily include a multicultural unit into their regular long-term plans for the year. There is a guide book available to teachers, which is very helpful in helping the teacher to create thematic units that include multiculturalism and racism, the booklet is called Information Booklet: Racism Stop It! 1998. It includes a wealth of ideas, units and information to help the teacher to set up the classroom, ideas for conflict resolution, and also deals with the legalities behind this subject area.
The teacher should be aware of the school policy, the Canadian Human Rights Act and The Convention on the Rights of the Child. Teachers may want to have a copy of each of the legal documents and put them in the classroom and discuss the importance, and let the students know that you believe in these and will enforce them. A good time to begin a unit in multiculturalism could be at the beginning of the year, the teacher and students could make a text map of all the students there backgrounds and languages spoken, this is a great introduction to the year and to the thematic unit. The teacher should include many culturally diverse books in the class library, and offers students choices about what type of cultural they would like to learn about, this will inspire them to want to read the literature. Children are often easily impressionable and easily influenced and it is important for teachers to give the students an opportunity to explore and learn more about themselves and others. In our increasingly multicultural society, this means fostering understanding and acceptance of racial and cultural differences.
Have the students become a community within the classroom and making it a safe and comfortable place to learn. By making the language arts curriculum a multicultural expense the children benefit by developing appreciation of school community in which they learn. References Department of Canadian Heritage. (1998). Information booklet: Racism stop it. Ottawa: Canada: Minister of Public Works and Government Services Canada. Department of Canadian Heritage. (1998).
Multiculturalism respect equality diversity: program guidelines (2 nd ed. ). Ottawa: Canada: Minister of Public Works and Government. Department of Canadian Heritage. (1996). Teachers guide: Elementary grades, Ottawa: Canada: Minister of Public Works and Government. Levin, J. & J. Nolan. (1996).
Principles of classroom management (3 rd ed. ). ON: Allyn And Bacon. Ministry of Education and Training. (1998). The Ontario curriculum grades 1 - 6: Language arts. Toronto, ON: Queens Printer.
Tompkins, G. E. , Poland, M. J. , Bright, R. M. , & Winsor, P. J.
T. (1999) Language arts Content and teaching strategies, (Canadian Ed. ). Scarborough, ON: Prentice-Hall, I Inc.
Free research essays on topics related to: cultural diversity, cultural differences, cultural backgrounds, ethnic diversity, language arts
Research essay sample on Multiculturalism In Canadas Language Arts Classrooms
