Textbooks and school activities that encourage destructive forms of multiculturalism are increasing in United States. American Textbook Council, a scholarly body that monitors textbook patterns, discovered that ten of most used books in senior and junior high schools books sanitized jihad. This depicts radical multiculturalism that has encroached public schools in America. Competing racial, linguistic, and cultural claims poses a danger to American school curricula. Conservatisms view that multicultural education portrays America as a nation that lacks identity. Multiculturalism has been a challenge to most educational administrators. Educational administrators do not understand American policy of multiculturalism in schools. Although most of the teachers are aware of diverse cultures of students, they have limited cultural-base and skills. In addition, racism, discrimination, stereotyping, and prejudice are big challenges to achieve multiculturalism (Mwonga, 2005). This paper will concentrate on this last challenge.
Racism assumes many forms in American schools. For instance, teachers, peers, and administrators can discriminate students according to ethnic, sexual orientation, and socioeconomic status. Other forms of discrimination have basis in gender, abilities, and other perceived differences from many people. Victims of cultural favoritism can experience it inaction or action on the part of peers and schools workforce. Some of the actions, which may hurt minority cultures, comprise of academic segregation, harassment, verbal, and physical violence. Inaction forms of prejudice in multicultural education include inadequate allocation of academic resources, prohibition of minority insights in curriculum, labeling, or name-calling, and lack of positive response from peers and teachers (Mwonga, 2005).
The victims of racism feel that schools they enrolled are ...
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