Multiculturalism just like liberal eligatarianism has been described based on state laws and religious obligations within society. The idea is a political discourse that bases its concepts on administrative philosophy. It is associated with cultural diversity and was founded on western liberal democratic societies. It basically means that members of certain minority groups assimilate into dominant cultures in their environments in order to enhance the maintenance of distinct collective practices and identities of that group. It, therefore, means that it is opposed to the attributes of immigrants and integration into a particular society.
Evaluate the use of Banks's four approaches to integrating multicultural and global content, focusing on curricula designed for the grade level in which you teach or plan on teaching.
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Banks' four approaches to multiculturalism are the basis of integrating ethnic content into the curriculum to create choices for multiculturalism. He designs various perspectives in which individuals can implement different multiculturalism choices and help distribute diverse perspectives of removing the trivialization of ethnic cultures and aspects (Arsal,2019). In these aspects, the role of ethnic approaches towards creating multicultural societies is extensively employed and has been used in the creation of various conclusions in the discussions. A number of the findings have also tried to look into the basis of the understanding curriculum to integrate different cultures. Liberal eligatarianism has been described widely as a proponent of multiculturalism. It is based on the values of autonomy and equality and how this relates to the value of cultural membership.
Further, this has been related to the definition of particular people's identity and how this identity has been used to reflect on the self-identification, self-respect, and the meaningful concepts of choice in society. Liberal eligatarianism has also been described based on state laws and religious obligations within the community. The first approach describes the approach of ethnic additive approach that looks into the addition of ethnically thematic concern in the curriculum to help create structure, purposes, and characteristics of multiculturalism in the curriculum ( Howlett,2017) . He suggests the addition of these thematic concerns into the US curriculum that includes subjects such as music, arts, and sciences. This will aid the interaction of diverse, multicultural content and create interactive nature of these tenents. Secondly, the transformative approach crates a function into the inter4action of changing the curriculum's perspectives and helping the students view these concepts, characteristics, and approaches from various ethical points of view. It includes infusions of different elements of ethnical perspectives brought together to an aspect of references, contents, and forms of viewpoints into the curriculum. The contributions approach is the third approach and defines the various multicultural policies in the curriculum. This can incorporate into the activities of the curriculum by celebrating holidays and special events. The social action approaches help in the definition of combines these activities to gain perspectives for social change. Further, multiculturalism is seen to explore cultural and political claims based on identities of broad marginalized groups that many include African Americans, women. It may also refer to people with disabilities and LGBT individuals. Therefore, this site looks into the concepts of determining the basis of creating a culture where language and race do not differentiate individuals living in the US.
Analyze 3–5 factors that determine color blindness is not the solution to racism in the classroom. Provide specific instructional strategies geared to addressing race in a more constructive fashion in the grade level you teach or plan on teaching.
Foremost, color blindness invalidates people's approaches towards identities and creates a situation where negative connotations are enhanced. On the other hand, it establishes racial oppression as a perspective of racism. A number of the definitions and views of race are tied to culture, tradition, heritage, and language perspectives. In many ways, gender, religion, and socio-economic status exist together; hence it is difficult to compromise the conscious knowledge of its roles in our life. Also, this is because faith is a fundamental part of our lives today. Second, Colorblindness Invalidates Racist Experiences through dismantling the systems of knowledge that explore the various perspectives that we have in life today ( Bennett,,2017) . This creates different elements of suppression within which some aspects of student’s object to the fact that they contribute to the schools' variations. The perspective leads to the creation of internalized oppression among the students. It also leads to various elements of redefining the concepts used in the definition of processes of addressing racism. Third, Colorblindness Constricts White Americans' Understanding of the World and Leads to Discontinuation. This approach influences the world's various perspectives and makes white Americans create a constrictive view in which they don't explore the other individuals in the world. Hence, they cannot understand the virtual perspectives of individuals with different colors in the world. This constrictive view creates a situation where white Americans avoid race, and this is a behavior that leads to a constrictive view and creates a skewed view of the world. It also leads to a situation where it makes various aspects of conflicts in the world today.
In the aspect of solving the issue of racism in the classroom, instructional approaches tend to be essential as they readily determine the nature in which school pupils can adapt to the diverse concepts of colorblindness and racism today. Some of the approaches used today include creating processes and guidelines that allow the students to have ownership of the view of their friends and a better understanding of their teacher's perspectives regarding racism and colorblindness. Second, teachers take their time to discuss race and create time for the students to debate issues that regard race and how this can be reduced ( Bennett,2017) . They discuss aspects of positive race identity and the elements of redefining themselves in regards to issues that border racial elements. This creates where the students gain strengthened relationships with themselves, which leads to aspects of redefining young people's culture. Further, they adjust to the negative concepts that are discussed regarding issues of racism today. This equips them with the ability to understand racism better as they continue with their education.
Design an educational program for integrating multiculturalism into the grade level you teach or plan on teaching. Propose specific program features and how it would be included when teaching different subject matter such as math, history, or literature.
The program will create the evolution and fusion of several social perspectives critical in comprehending educating students based on the different multifaced of culture. The program will be made up of several essential varieties of competency within which the students will be able to learn and understand the basic concepts and theories that are in use. A number of the concepts studied will involve a successful approach used for the definition of individual subjects. Subjects like philosophy will be created based on the social competency aspect, such as racial discrimination perspectives that will be used in rolling out activities such as derma and play for the students to understand how multiculturalism works. Aided questions will help define the different views that are used to understand the varieties of the concepts in philosophy for the lower-class students. A number of the findings have also tried to look into the basis of the understanding curriculum to integrate different cultures. Liberal eligatarianism has been described widely as a proponent of multiculturalism. It is based on the values of autonomy and equality and how this relates to the value of cultural membership.
Figure1: A program for the integration of the approaches
The upper-class students will be taught literature based on the personal competency concepts that look into the various aspects of redefining the historical nature of personality and how it affects the way we view one another ( Shannon-Baker,2018) . Another idea that will be used in the definition of these ideas will be the constructive application of strategic competency perspectives that are essential in the demonstration of numbers and how they influence thinking based on the nature of the numbers. An educational reform intersection that is also made up of a defiant perspective of number definition will be used as a model in the meaning of the various concepts that help in the purpose of a creative developmental role. The developmental role will be useful in the creation of values and objectives. Importance and dreams will become e essential in the result of a reform strategy, which is conceptualized by the different aspects of the central roles of individuals used in defining the concepts ( Shannon-Baker,2019) . The concept will be relying on other models. These models will be based on school perspectives and community perspectives and will be sued in the definition of various aspects of role explosion. Some of the approaches that multiculturism education will take to create a road map for the construction of the curriculum will rely on five perspectives. Foremost it will depend on the philosophy of content integration. In content integration, a created map will choose what kind of content to evaluate and incorporate into the curriculum. This is a useful stage that will influence what is taken into observation by the students. Second, it will include a knowledge construction process, an aspect of defining the strategy to follow when deciding knowledge creation perspectives. Third, it will enhance the reduction of prejudice, then it will create a functional attribute of equity pedagogy, and lastly, it will try to employ culture and social structure to the students.
Develop 3–5 techniques for incorporating a school-wide positive behavior management system and restorative practices, ensuring that your school is culturally respectful and responsive.
To ensure that my school has integrated an approach of ensuring that individual positive behavior is instilled, various perspectives and programs will neb b explored, evaluated, and integrated into the school program ( Scaletta,2018) . Some of these programs include the divergent connection of school perspectives and the requirement for behavior change, as indicated by the school needs. A rounded approach will be based on the planning and preparation stages in which students in my school will ensure that my school has created a purpose statement to focus on the explicit goals of positive behavior indexing and management. This perspective will be integrated into various school parts, such as the halls and the classrooms. A start-up program will be sued in the definition of an implementation strategy aimed at identifying the expectations of the behavior and how the action has been used to reflect the various examples of good behavior that is expected in the school behavior examples will be given to the students in order to reassure them of the expectations ( Scaletta,2020) . The third will include the creation of a road map on how the strategies will be followed. This will be included in the teaching timetable, where teachers will have to incorporate them into the lesson plans which they use. Lastly, I will develop the strategies to create a definite expectation of the school's behavior.
Conclusively, multiculturalism concept in schools is an aspect that can create a society where racism is not accepted. Pedagogic procedures taken to explore the student’s ability to racist perspective dependent wholly on the view of multiculturalism today. It explores the aspects of defining individuals based on multicultural facets and not racist and skin-color aspects
References
Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education.
Bennett, J. (2019). Removing race: How context and colorblindness influence conceptualizations of equity in a third-grade rural classroom. Race and Pedagogy Journal , 4 (1).
Howlett, K. M., Bowles, F. A., & Lincoln, F. (2017). Infusing Multicultural Literature into Teacher Education Programs: Three Instructional Approaches. Multicultural Education , 24 , 10-15.
Scaletta, M., & Hughes, M. T. (2020). Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation. Journal of School Leadership , 1052684620972062.
Shannon-Baker, P. (2018). A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice. International Journal of Multicultural Education , 20 (1), 48-66.
