Monday, May 6, 2019

An Outstanding Multicultural Manager Assignment Example | Topics and Well Written Essays - 500 words - 6

An Outstanding Multicultural Manager - Assignment ExampleNo one should be discriminated against in all way. Being committed to educational equity, I have to ensure that everyone has access to it. I will fight for all equities, be it racial, gender or sexual orientation. I will measure value system or worldview to ensure that I dont justify my inattention to any given group of underrepresented or disenfranchised students because of such worldview or value system (Ramsey, 16). Secondly, I potentiometer give lessons to my students regarding the critical multicultural issues like poverty, sexism, racism, and heterosexism. To ensure that cultural diversity is well addressed and estimable honorabley, I will start imparting knowledge on such issues to younger students because children from disenfranchised communities fix experiencing the problems at the youngest ages. Thirdly, I can provide an integrated multicultural curriculum all the year, every solar day and not just during speci al celebrations or months. This will ensure that the students be continuously learning how to stilt with cultural diversity. Fourthly, I can practice correct pronunciation of each students full name so that every student can feel included. Students do not have to channelize or shorten their names to make it easy to be pronounced by anybody. This will tote up to making students feel cared for and not discriminated against. Fifthly, I can make sure that students that come from disenfranchised communities are fairly treated and not placed unjustly into lower academic tracks (Ramsey, 125). Moreover, I can tirelessly fight to get them into talented and gifted programs. In order to also benefit high achievers, I can fight tracking altogether. Sixthly, I can direct my effort towards building coalitions with other teachers who are from the different race, gender, sexual orientation, religion, class, home language, and so on.

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