BASILISCO, JALEFAYE PROFESSOR: MAAM NERISSA MAE HERNANDEZ

MULTICULTURALISM IN EDUCATION

In modern societies, it is expected of individuals to develop a positive attitude toward

different cultures by protecting and living their cultures; and to take action as citizens of the
global community by education. Improving individuals with those expected qualifications;
families, educators, schools, and especially teachers have an important role. It can be said that
the schools must be reformed according to the multicultural education and also the teacher
should be trained by this way. We are different than each other. Our instructors tell us about
individual differences every day. They expect us to do this at the class. The same thing should
ensure that different cultures have a place in the educational system for themselves. That is why
we need to adopt multicultural education. The biggest fear in the multicultural education is
separation. Adverseness, contrast, and separation at the same time. Separation means not being
open to other cultures. It is some kind of fascism. Fascism is basically not racism. The religion-
oriented racism, humiliation of people, regarding some as different and superior, others as lower
are fascism. The true discrimination and fear is this. This mentality would separate, marginalize
and destroy us. (Harun, the fear of division). Multicultural and multi-language education will
cause problems at the beginning. All kinds of transformation realized without phasing the
society and preparing the infrastructure will receive reaction by nature. The society should be
prepared for this first. Education in a different language may cause a trauma in the social
structure. For example, what kind of education will be provided at universities in this sense? It
is not clear yet. I mean, our universities are not ready yet. Multi-language education will bring
along many structural problems such as preparing a program, training teachers accordingly,
assigning the trained teachers. It may take long to overcome this. 
 It can be said that the teacher candidates share a perception that multicultural education
may split up the social structure. They stated the idea that especially education in the mother
tongue may cause the country to split up, the concern about autonomous regions may emerge
and the reservations on that a multi-language education may cause structural problems. The
topics about which the teacher candidates have reservations underline that there is still an
intellectual uncertainty about multicultural education. Yet, multicultural education represents a
reformist process that enables differences to protect themselves and integrate with others, and a
multidimensional educational structure that enables every individual to be able to be successful.
It can be said within this context that it is necessary to investigate the reservations about
multiculturalism and, if any, prejudices more deeply and to inform the educators as well as the
whole society about multiculturalism so that multicultural education can be fully adopted .
multicultural education increases students’ academic achievements. Individuals will naturally
be successful in an education system in which they find themselves in all senses. A student who
gets the chance to express himself/herself in the mother tongue will improve academically and
express himself/herself even better. The concept of multiculturalism is defined as all sections
within a social structure being able to express their identities freely. Such structures welcome
the cultural diversity. Moreover, as stated by Canatan (2009), the concept of “multiculturalism”
may cause the concept of “multiculturalist” to arise. Arguing that social structure should be
maintained, multiculturalists advocate that different cultures can live their social lives and
expect them to adapt to the social structure. Unlike the concept of multiculturalist that brings
along the recognition of superior cultures by subcultures and assimilation on a limited level,
multiculturalism argues a normative structure and provides different cultures with legal status.
 PEACE AND ORDER IN EDUCATION

Peace in education proposes and promotes a theoretical framework and teaching practices
to ensure a democratic educational system with opportunities to learn and practice skills related
to peaceful conflict resolution, intercultural dialogue, the exercise of individual and collective
rights , and freedom of conscience and thought in a plural and egalitarian society. Peace
education rejects the violent resolutions of conflicts in all conflicts, including intrapersonal such
as the family and community, as well as issues arising in the middle urban, regional, national
and international level. On the other hand, violence, and especially the “culture of violence”
needs to be analyzed and studied in the content of education for peace because the concealment
of violence in the educational system serves to legitimize violence and makes it more difficult
to study and understand its causes and search for its roots. The analysis of violence, including
the actors and the specific context is needed if we are to identify and select potential solutions
to this violence. Peace Education should be used as a tool, a way to facilitate the return to peace
at the territorial level; the democratization of the political, social and economic system, and the
effective practice of social solidarity and equitable justice. Peace education is a key for
establishing a consensual peace and maintaining it overtime. There are five essential elements
in building a lasting peace through education. First, a public education system must be
established that has compulsory attendance for all children and youth, integrated so students fro
previously conflicting groups interact with one another and have the opportunity to build
positive relationships with each other. Second, a sense of mutuality and common fate needs to
be established that highlights mutual goals, the just distribution of benefits from achieving the
goals, and a common identity.
 In schools, this is primarily done through the use of cooperative learning. Third, students
must be taught the constructive controversy procedure to ensure they know how to make
difficult decisions and engage in political discourse. Fourth, students must be taught how to
engage in integrative negotiations and peer mediation to resolve their conflicts with each other
constructively. Finally, civic values must be inculcated that focus students on the long-term
common good of society.

CONDUCIVE ENVIRONMENT IN EDUCATION

Astoundingly, research findings suggest that the physical environment can have such an
impact on students that it could affect a student’s academic progress by as much as 25%. Color,
classroom organization, cleanliness, sufficient supplies, and bright lights can enhance learning
experience and boost student achievement. Alternatively, crowded rooms and a high-density of
students often results in lower student achievement and a poorer student disposition. Research
suggests that students need 2-4 feet of personal space in order to feel satisfactorily uncrowded
and get the most out of their learning environment. In addition, students who get involved in the
creation of their environment (through artwork, configuration, or participation in the physical
dynamics of the classroom) experience a sense of empowerment and community that can help
increase their overall motivation. Disorganized classrooms can take the focus away from
learning. Furniture should be in good condition to help students remain comfortable and
centered on their studies. Desks and chairs that are in disrepair can be distractingly
uncomfortable, and a lack of seating, visibility, and comfort can pull student attention away
from lessons. Seating that is well-spaced and comfortable can provide your students with a
good vantage point from which to see the entire lesson clearly. Proper seating also gives you the
ability to walk freely between desks and provide each student with personal attention when
necessary.
 The psychological classroom environment is just as important as the physical one.
Instructors who exhibit calm and rational behavior can help maintain a supportive environment
that encourages student learning. Without the proper support, students risk study anxiety, poor
performance, and negative behavior. A supportive and engaging learning environment is a
critical ingredient in the recipe for student success. Positivity is the mainstay of an active and
supportive learning environment. Positive actions support a happy learning experience, affect
problem-solving and decision-making, lead to better performance and improved social
environments, and help each student achieve set goals and perform at his or her best. Along
with positivity, motivation is the fuel on which education runs. Students who feel motivated and
proud of their actions will engage in more positive behavior and achieve better results.