Though not a conventional educator, I am currently assigned to a U.S. Military Forward Operating Base (FOB) in Syria and Afghanistan. I am also responsible for doctrine training development with preparing multinational military missions performance metrics, in addition to assisting security forces. Recently, this has incorporated Syria compliance of training procedures and downsizing missions. My military job description is in relation to North Atlantic Treaty Organization (NATO) and Health Safety and Environmental Training. Moreover, this process is consistent with training specification as outlined in the Statement of Works (SOW). This incorporates Government Quality Assurance (GQA), Security, Crisis Management and Disaster Relief. We managed to establish Armed Forces functions with the aim of NATO non-combat mission to train, report, and advice upon specification as outlined in the SOW.
Multicultural education is a system of instructions that attempts to foster cultural pluralism and recognizes the distinctions between cultures and races (Banks, 2014). It is also concerned with the educational needs of a society that constitutes more than a single set of traditions, that is, a combination of numerous cultures. The main aim of multicultural education is to assist learners comprehend and value cultural distinctions and similarities, in addition to acknowledging the achievements of diverse socioeconomic, racial, and ethnic groups (Stilo, 2017). The basis of this particular process lies in the civil rights movements of different groups such as women and African Americans (Banks, 2014). Seven characteristics of multicultural education have so far been identified and these are anti-racist education, important for all learners, pervasive, process, education for social justice, basic education, and critical pedagogy.
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Given that multicultural education is a process and a personal one for that matter, I plan to wrestle with the seven characteristics of multicultural education as an educational leader by incorporating videos and literature during missions or initiating debates and learning how the trainees feel about multiculturalism and the experiences they have in the field. Considering that the trainees will be based in Arab nations that are predominantly Muslim, I intend to teach them how to ignore the racial and religious distinctions, by exploring the influence of culture, religion, and race on the trainees’ individual and professional behavior and attitude (Stilo, 2017). I will also identify suitable anti-racist resources to include into the teaching materials in distinct subject areas.
Where education for social justice is concerned, I intend to acknowledge and collaborate with trainees’ culture as a foundation for learning, teaching significant concepts, involving them in structured conversations across their distinctions about social justice issues, preparing them to act collaboratively on social justice issues, and using illustrations and content drawn from more than a single cultural category (Banks, 2014). Considering the fact that the trainees will be deployed in Muslim nations, it is important for them to know how they should behave in a world of strangers. Critical pedagogy is essential and that is why I will strive to encourage close, respectful, and stable relations for intellectual development and individual growth (Stilo, 2017). Critical pedagogy must comprehend the trainees’ experience as conditioned by its historical and cultural context, avoiding transmitting an intellectual tradition that is unreflective of the interest of the majority of the trainees.
As a basic education, I will be more responsive, aware, and welcoming of the diverse experiences, perspectives, and beliefs of the trainees. It is well known across the globe that Muslim nations tend to be quite strict and conventional, especially where women’s rights are concerned. Therefore, I will strive to educate my trainees on the issues of controversies on subjects such as religious intolerance, racism, sexism, and classism (Banks, 2014). Additionally, being in the forces will create a chance for the trainees to engage in projects where they can opt for a background outside of their own.
References
Banks, J.A. (2014). An introduction to multicultural education . Upper Saddle River, NJ: Pearson.
Stilo, A. (2017). ‘ The significance of multicultural education and its application: Interview with Prof. R Hamdani Harahap .’ Retrieved on 2 April, 2019 from http://thedailyjournalist.com/the-expert/the-significance-of-multicultural-education-and-its-application-interview-with-prof-r-hamdani-harahap/
