Developing a Multicultural Environment - Business Plan Example

The Process of Expanding a Business into a New Country of Developing a Multicultural Environment Plan (8) Multicultural education plans serve to equip students with the skill and knowledge required in the cooperative engagement among people from varied religions, races, ethnicities, and cultures (Henson, 2010). The focus of Multicultural Education plans is to foster worldwide education and a better comprehension of the diverse perceptions and ideologies of different cultures. Multicultural Education promotes appreciations and respect for the various cultural beliefs and practices.Multicultural Education strives to assist students to develop the attitudes, abilities, and knowledge necessary in for effective functioning and survival in culturally different environment. Cultural diversity enriches the society. The multicultural education plan rides on the principles of rightful human coexistence. Every student holds the right to get education and acquire knowledge to the best of their potential (Henson, 2010). Thus, schools and corresponding school systems are obligated to create a learning environment that is favorable for achievement of knowledge and beyond. Committing to high standards in every organizational aspect is vital in the production of mastery and beyond every student in a school setting. Strong leadership in offering instructions leadership is required in the creation of such systems. Moreover, the system requires the expertise of highly qualified staff in developing the culture that fosters the achievement of mastery and knowledge in a diverse cultural setting. Educational success requires a working coordination in homes, schools, and within the community (Henson, 2010). The multicultural education plan will encompass a balanced program that integrates the technical skills and the academics required to coexist in an ever-changing educational setting. Furthermore, the plan endeavors to create activities of cultural arts and opportunistic dynamics to develop real life links. For the attainment of equal opportunities and success in school environments, the plan requires supplementing from technological, material, and human resources. The resources will be distributed in accordance to the erratic needs of students. The plan affirms a multicultural education philosophy that seeks to promote an all-inclusive approach for the presentation of a global comprehension of the world. The complete educational community will aid in the implementation of a multicultural education plan (Salili & Hoosain, 2010). Consequently, the educational community will foster democratic beliefs and values that uphold the histories and experiences of varied groups. Moreover, the plan serves to typify human dignity, equity, and social justice for every student. The multicultural education plan values cultural, ethnic, and racial diversity. Ethnic diversity is a crucial facet in the society since it augments a nation’s cultural development. Ethnic diversity also optimizes the manner in which citizens can identify and resolve personal as well as public problems. The plan aims at the extension and celebration of diversity in every elemental setting of educational activities. The plan intends to cover a broad array of diversities inclusive of cultural, ethnic, gender, economic and racial groups present in school settings (Salili & Hoosain, 2010). The plan stipulates the multicultural program initiatives that will occur in the contextual areas towards promoting; the purging of stereotypic perceptions; the exposure to numerous religious, cultural and racial perspectives; the comprehension of the significance of individual cultural backgrounds; and the in-depth understanding and appreciation for other people’s cultures. Furthermore, the plan seeks to nurture empowerment and inclusion of students/schoolchildren at all grade levels (Salili & Hoosain, 2010). Consequently, the envisioned long-term objective of the plan covers the increase in awareness regarding of multicultural and diversity issues in the educational context. Upon graduation from schools, students will have attained the capability to appreciate and respect the differences and commonalities within and across our communities, states, nations and the global fraternity. Goals The goal of a multicultural education plan is to arm students with survival maneuvers necessary work and live in global, multicultural societies (Salili & Hoosain, 2010). The plan seeks to achieve its targets through the creation and sustainment of teaching and learning settings where students, teachers, and employees exhibit cognizance towards cultural disparities. An awareness of the differences in ideologies among students creates a melodious community of enduring learners. However, the facilitation of the multicultural plan requires collaborated input from all the wings of the educational process. From the communal spectrum to the school staff, parents and student/schoolchildren, every ingratiated input promotes cross-cultural interactions. The coordinated efforts of the stated groups create the prerequisite interagency collaboration. Multicultural Education Policy The Multicultural Education Policy strives towards the elimination of arising cases of harassment in the school setting based on ethnic background, religion, disability, race, and gender. Moreover, the plan stipulates various guidelines aimed at increasing people’s tolerance amidst the existent individual dissimilarities (Salili & Hoosain, 2010). The activities outlined in the implementation program of the plan endeavors to offers teaching and other co-curriculum cultural activities at all the existing programmatic grades. The levels considered in the program entail K-4, 5-8, and 9-12. The coverage of the program extends to preventing, intervening and eliminating ethnic/religious, sexual, and racial harassment and other violence related activities. The motto for the program is a “zero tolerance” towards behaviors that result in culturally stereotypic conducts. The program strives to stretch the attention to cover the raising awareness of the varied forms of harassment, be it open or indiscernible (Salili & Hoosain, 2010). Some of the forms of harassments that occur in schools may be impalpable. Thus, the program presents directives on the techniques of discerning the numerous forms of harassment in schools. Prejudiced and preferential treatment is a common trait in many schools with significant cross-cultural ratios. Similarly, the program strives to minimize the manifestation of the uncouth stereotypic habits that result in the aftermath of devastating educational and emotional consequences. Programming and Instructional Delivery All the school’s educational services, programs, and personnel should hold the utmost respect and high esteem for gender, language, socioeconomic, ethnic, racial and cultural backgrounds of every student present in the institutions. The plan envisions the creation of strategies that foster respect amongst students regardless of the background. Curriculum The multicultural curriculum embraces of equitability in representations and inclusion of all cultural, ethnic, and racial groups in each of the range of the content areas. The curriculum seeks to present students with the opportunity of developing pride in their cultural heritage, self-awareness and a positive sense of identity (Salili & Hoosain, 2010). Teachers and all other bodies involved in the multicultural planning must teach students to perceive themselves crucial and fecund societal members. Thus, members of the society, they can make substantial changes and contributions. The curriculum should be deficient of cultural, ethnic, and racial biases. Contents of the program should have equitable of varied cultural, ethnic, and racial groups (Salili & Hoosain, 2010). Similarly, the curriculum should present a broad range of opportunities and experiences to widen the basis of understanding of students. Human Relations The plan presents an opportunity for parents, students, and staff to hold a forum in which they discuss on the various ways of ensuring that the dignity of every student in the school setting is respected (Salili & Hoosain, 2010). Grouping Practices The heterogeneous mode of grouping will be the preferable one in the fragmentation of students in the various contextual school activities. The grouping practices should be flexible and heterogeneous about performance in the content parameters. Thus, the grouping arrangements should be maintained flexibly across the school day and school year calendars (Salili & Hoosain, 2010). However, there are exceptional cases where heterogeneous classes depict low performances, short of the recommended academic grades. Such situations require tactical approach from the school administration. Thus, the plan allows the principals of such schools to develop alternate strategies for the purpose of the intervention (Salili & Hoosain, 2010) The staff of the school administration is advised to employs various effective strategies, for instance, interdisciplinary instruction, cooperative learning, and flexible grouping. The strategies should be based on research, achievement-oriented and that exploit the individual disparities in performance. Parent and Community Involvement The organizational units and the administrative staff of the various schools within the district should endeavor to integrate noteworthy involvement of students’ parents and the community at large in the implementation process. The initiatives of the plan can only be effective if parents lend a helping hand towards fostering the idea of multicultural acceptance (Vang, 2010). Multicultural differences are partially caused by the ideologies that parents induce into their children. Thus, the first step towards the achievement of the goals of the plan is to involve worthy members of the community and the parents in promoting multicultural practices. Professional Development The plan proposes the incorporation of professional development opportunities in the school curriculum. The opportunities promote positive behaviors, attitudes, and beliefs towards all students and schoolchildren. Moreover, the opportunities should incorporate strategies that are tailored for the individual student abilities, interest, and needs in terms of curriculum and instructions (Vang, 2010). Similarly, the professional personnel development opportunities should foster great expectations from teachers for positive behaviors and attitudes from students. The opportunities will be availed systematically throughout the county. The processes will include: Selection of teaching resources like textbooks will follow the adherence to the multicultural goals of the district. The plan proposes the planning and implementation of co-curricular activities that embrace diversity (Vang, 2010). The staff will be exposed to professional development so that they appreciate the necessity for multicultural education. Through the training, teachers will be capable of implementing multicultural approaches in their classrooms. All the staff will undergo training on various teaching strategies that will be effective in the expansion of their repertoire to be educators in the contemporary education levels (21st Century levels). The multicultural plan will fosters positive peer group relationships among students and adults and students. Thus, they will learn the effective management of conflict. Components of Multicultural Curriculum The school will generate and implement a multicultural plan in concert with expressive programs. The programs will relate to responsible student and LINKS, developmental guidance and character education. They assure that students and staff will be cognizant of the variety in socio-economic status, disability, religion, gender, and ethnic background (Banks & Banks, 2010). The program will promote an attitude of comprehending and accepting individuals from diverse religious, racial, ethnic, and cultural backgrounds. Moreover, all students and staff will identify the mitigation measures in the event of verbal, physical, and emotional harassment or any actions that pass for stereotypic bullying. The multicultural curriculum will include: Planning The planning process encompasses: Knowledge construction process- teachers/educators will aid students in understanding, investigating, and determining how the stereotypes, perspectives, and frames of reference within definite disciplines influence the manner by which the construction of knowledge occurs within them. Students will also be capable of developing the abilities for critical thinking. Content Integration–educators/teachers may utilize examples from real life events and contextual content from varied cultures, religions, races, and ethnicities in illustrating key elements, generalities, and matters within their discipline area. Prejudice reduction–educators/ teachers utilize activities and lessons to aid students in developing positive attitudes toward diversities; thus, reducing prejudice. Equity pedagogy–educators/teachers will modify their instructions to accommodate all sub-groups, thus facilitating their academic achievement. Empowering school culture-teachers, community, parents, and educators develop a change that equips students from different backgrounds with the ability to perceive and practice equality. Effective global and multicultural lessons contain similar contents as other effective lessons. Instruction plans are based on choices regarding the nature of the student, the type of subject manner, knowledge of effective pedagogy and societal needs. Multicultural Activities A list of the proposed multicultural activities includes: Instruction Daily regular lessons/instruction on all subject areas Instructional Units Service Learning Positive Behavior Aid Developmental Guidance Lessons Social and Emotional Learning Community Celebrations Teachable Moments Responsible Students’ Program Character Education Advisor/Advisee sessions LINKS Community Partnership Resources Parent Programs One-Day Events Field Trips/Food Holidays Every school will have to design instruction and multicultural activities for preparing children/students to coexist and work efficaciously in the global society. Multicultural education is important in preparing students for achievement and an avenue of attaining the heights of academic accomplishment (Banks & Banks, 2010). The physiognomies of multicultural education encompass social education, character education, and academic excellence. Applying multicultural education in the curriculum aids in fostering respect for others, self-respect, communication, researching, writing, researching and development of abilities to mitigate injustice and bias. Policies and Code Requirements Study of Multicultural Education for School Personnel The educational County boards for the proposed area shall offer a program yearly during one day of non-instruction in school terms’ calendar. The will be secluded specifically for the learning of multicultural education by the school personnel (Banks & Banks, 2010). The study proposed session will comply with various guidelines and rules created by the area board of education. Regulations for Education Programs The program proposes the exposure of multicultural education to all students in all programmatic grades, pre-k, K-4, 5-8, and 9-12 (Banks & Banks, 2010). Administrative systems for schools are supposed to create and implement multicultural education programs. Expected Behavior in Safe and Supportive Schools The purpose of the guidelines in the programs is to offer schools with policies that create and ensure methodical and safe environments, favorable for learning (DomNwachukwu, 2010). The policies require all schools to respond hastily and reliably to any forms of behavior that disrupt the studying environment in a way that meritoriously prevents future incidents while affirming respect among students. Uncouth behaviors entail but are not limited to drug/substance abuse, bullying, intimidation, violence incidents, and harassment, intimidation. The idea is for students to discern and practice proper behavior (Banks & Banks, 2010). The activities of the program that encompass implementation, mitigation, and consequences will be applied at the school premises and school-sanctioned activities, including curricular events. The table shows a detailed plan of the envisioned programs that outlines strategies, various responsibilities of stakeholders, periods of implementation, and the evaluation process. Strategies Responsibility Date Assessments Expose students to varied cultures and traditions Teachers/administration To be specified All schools will announce and conduct suitable programs Evaluation of cultural disparities depicted in classes (for instance, music and art classes) Teachers/administration Yearly The overall multicultural committees will evaluate the art and literature sessions and recommend diversity of selections Resources will be availed schools and libraries to buy tolerance-related study materials Staff, committee member and teachers Yearly All schools will maintain individual inventories of multicultural resources Valuing the efforts of every staff School improvement committees To be specified All schools will conduct individual survey of members Implementation of individual projects in various schools that depict dissimilarities and promote tolerance Administrators/community, parents and students Yearly All schools will make varied presentations to parents and schools Sharing multicultural concepts with other community members Administrators/community, parents and students To be specified Shareholders from county agencies or businesses will sit at multicultural committee Scheduling programs/assemblies Teachers/administration Yearly Annual list of programs will be presented Providing chances for students to develop arts/mural that reflect tolerance and diversity Administrators/community, parents Yearly All schools will display their final products Providing opportunities for participation of students in multicultural-related field trips Administrators and teachers Yearly A list of the visited site will be presented annually Ensuring the incorporation of multicultural activities in all curriculum sessions Administrators and teachers To be specified The final products are representative of the applied efforts Providing opportunities to interact with people form varied cultural dimensions Administrators and teachers To be specified Integrate writing sessions like pen pals Developing a local program for history Administrators/teachers To be specified Locals will be urged to participate in developing of history References Banks, J. A., & Banks, C. A. M. G. (2010). Multicultural education: Issues and perspectives. Hoboken, N.J: Wiley. DomNwachukwu, C. S. (2010). An introduction to multicultural education: From theory to practice. Lanham, Md: Rowman & Littlefield Education. Henson, K. T. (2010). Curriculum planning: Integrating multiculturalism, constructivism and education reform. Long Grove, Ill: Waveland Press. Salili, F., & Hoosain, R. (2010). Democracy and multicultural education. Charlotte, NC: IAP, Information Age Publishing. Vang, C. T. (2010). An educational psychology of methods in multicultural education. New York: Peter Lang. Read More