Religion and Theology
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Diversity Education: Embracing Commonality and Differences This paper will briefly examine the controversial topic of diversity education. The stance taken will be one in favor of cultural relativity, integration, and social justice approach to diversity education.


Parameters are roughly distributed around the following categories: desegregation, multiculturalism, and cultural relativism/social justice. Relevant questions, definitively pertinent to a desegregation agenda, include whether diversity education is possible in a desegregated school, with mono-cultural teachers; and whether racial desegregation is necessarily desegregation? Diversity education requires more than the presence of assorted skin color and assorted ethnic identity, Social class, religion, parenting styles, and family composition, for example, do not always follow color lines. Resources are less available to schools with marginalized populations, so diversity education will not have the same visibility and power. Furthermore, desegregation has never proven practical, in most cases (Rotherham, 2010), Multicultural emphasis in classrooms and in teacher training, has all-too-often been reduced to learning “Jingle Bells” in Spanish, having a fruit display for Kwanza, singing, “One little two little three little Indians”, and trying out an abacus. Cultures are exoticized, unevenly covered, and represented by irrelevant fragments of experience that provide little practical insight into cross-cultural understanding and relationships. A multicultural approach by mono-cultural teachers leads to the reinforcement of current power hierarchies (Cummins, 1997). ...
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