EDU 505 Discussion 1
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Fresno Pacific University *
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505
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Communications
Date
Apr 3, 2024
Type
docx
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1
Uploaded by CommodoreHamster877
Dr. Bank’s outlines many of the challenges regarding the equity movement in his writings. The challenges
ranges from gender influences, social class, and race/ethnicity. In the reading, it has become clear that the challenges with the equity movement can be conquered by successfully implementing the changes necessary to the teaching styles, curriculum, and behaviors of teachers, administrators, and students alike (Lee, 2007; Banks & Banks, 2004, 2013). While this seems like an easy fix, many schools and universities have limited understanding to multicultural education. There needs to be a general understanding of the implementation of the multicultural education system. This can be accomplished by understanding Dr. Bank’s Five Dimensions of Multicultural Education. The five dimensions are: Content Integration, The Knowledge of Construction Process, Prejudice Reduction, an Equity Pedagogy, and Empowering School Culture and Social Structure (Banks, 2016). While all five of these dimensions will support the integration of a multicultural education system, this is simply just a foundation that needs to be built upon and constantly worked with. The challenges regarding the equity movement stem
off of these five dimensions. Sure, the dimensions outline perfectly how to implement the multicultural education, but this will only work if all schools and university vow to apply these in their facilities. There are numerous equity challenges that are evident within the local community that have a great chance of transcending into the classroom. One of the biggest equity challenges that schools face is the lack of appropriate funding to provide the equitable learning opportunities (Scott & Cortez, 2018). This is
a huge challenge that is seen not only locally, but throughout the country. Students who attend schools in the lower income areas will not be given the same opportunities as those students who attend charter
or private schools in the same towns. This needs to be kept in mind when teaching student of all backgrounds. Not all students have been given an equal opportunity to education and in order to ensure they are all being treated in equity, there needs to be understanding on the community factors. This may
cause the teacher to work one on one with their students to ensure that every student in their classroom is given the same opportunity as success.
Banks, J. A. (2016). 9781138654150. In Cultural diversity and education foundations, curriculum, and teaching
(pp. 3–66)., Routledge, Taylor & Francis Group. Scott, B., & Cortez, J. D. (2018, May 19). Equity challenges continue
. IDRA.
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