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RACE ETHNICITY EDUCATION Name Institution Course Date Philosophy course on Race Ethnicity Education

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RACE ETHNICITY EDUCATION
Name
Institution
Course
Date
Philosophy course on Race Ethnicity Education (REE) mainly focuses on racial inequality and racism in a multicultural community. Teaching REE in higher institutions makes every student feel valuable in the society irrespective of the race, cultural or ethnic background (Banks, 2009). Notably, education should be a productive process that creates joy and development basing on ethnic care, social justice, moral courage, and democracy (Iruka et al. 2017). In this regard, this course provides essential knowledge on interconnections between ethnicity, race, and the various forms of oppression due to class, disability, sexuality and gender. The course also explores the dynamics of ethnicity, race, and racism in education policy, practice, and theory. More so, it affirms the in the belief in commitment to care for each other and human dignity. Primarily, the course perceives ethnic care as a close interconnection to the country’s commitment to freedom as well as equality within and outside the school. Therefore, the philosophy REE course mainly focuses on the concepts such as racism and antiracism, multiculturalism, diversity, and preparation of antiracist educators (Joslyn ; Ulett, 2018). The current analysis of Race Ethnicity Education course includes my goals, my methodology, the rationality of the goals, and the role of the racial literacy among the students.
Race and Ethnicity are among the major issues that influence adults and children especially in the learning institutions, as well as other areas such as professional employment parental involvement, social interactions, curriculum development, and assessment issues (Milner, 2009). The special interest group on race, ethnicity and education are concerned about the noted and other related issues. Notably, the term ethnicity and race are perceived as problematic but also employed to recognise issues related to cultural racism and colour (Lowry ; Turner, 2007). In this regard, it is essential to create racial ethnicity awareness in the institutions. This would reduce racism and ethnicity hatred. The course content for Race Ethnicity Education focuses on my various goals and objectives.

The Goals and Objectives of Race and Ethnicity Education
As for me, the primary goal for teaching REE course is to challenge racism by creating racial ethnicity awareness with the aim of promoting equality. The noted significant goal is achieved by focusing on various objectives. Firstly, the students should understand the difference between ethnicity and race and also define the minor and major groups. Secondly, the learners should explain various concepts such as prejudice stereotypes, racism and discrimination. They should also be able to identify and differentiate between different types of discrimination. Thirdly, the learners should understand the various theories of ethnicity and race. Thus, they should be able to describe the philosophical views on race and ethnicity and identify multiple cultures of prejudice. Fourthly, the students should explain various intergroup relations basing on their levels of tolerance. They should also give contemporary and historical examples for every intergroup relation. Lastly, the learners should compare and contrast the experiences of various ethnic groups in a sampled country. They should also be able to apply the race and ethnicity as well as intergroup relation theories in the different subordinate groups. The course content for the five objectives is categorised into five topics. The first one is on Ethnic, Racial, subordinate and dominant groups. The second topic is on Prejudice, Stereotypes, and discrimination. The third topic is on theories of ethnicity and race. The fourth one is on intergroup relations and diversity management. The last topic is on race and ethnicity in a sampled country.

The methodology of Achieving REE Goals
As for me, achieving the REE goals requires both learning and teaching methodologies. Learning is a process that involves interaction among four components that include teachers, students, materials employed, and approaches adopted (Race ; Lander, 2014). On the other hand, teaching is a complex activity that engages various types and forms of skills. More so, it involves the relationship between a learner and the teacher, as well as interaction among students. Thus, the teaching styles consist of methods and principles that call for the participation of students, reading, demonstration and memorisation. Besides, teaching involves the use of technology and conventional methods such as cooperative and lecture learning. However, to achieve the REE goals, teaching methods also depend on the size of the class, the students’ learning styles, commitment, and ability (Richardson & Johanningmeier, 2003).
I think that REE course should involve strategic teaching methods to allow the implementation and adoption of various techniques. The employed strategies should not only assist the lecturers when teaching, but they should also support the students on how to take responsibilities in learning (Ross & Pang, 2006). In the current course, the students should be encouraged to express views on their experience of multiculturalism in the institutions. Notably, the students in higher education are from different cultures and ethnic groups (Ver et al. 2004). Thus, there exist both the dominating and subordinate groups. The students from the minor group should not be segregated, but their voices should be prioritised. This could only be possible if the teaching methods create a learning environment that is interactive and collaborative. The experience expression from the students helps them acquire knowledge from each other and hence get exposed to conventional inventive, and new ways of learning (Ross, 2006). The consequently excel and thus educate other people in the society on the need for multicultural acceptance. Additionally, the teaching methodology in REE course should be altered according to various students’ learning styles. The teacher should also respect the language differences and include different culture representative in the school plans and events.
I think the teaching methods should also utilise technology such as videos, online research, audio, and animation. In addition to achieving goals, the utilisation of technology in class instead of lecturing helps in saving time and also allows in-depth analysis (Walters, 2012). For instance, online research helps the students acquire more knowledge from the works published by other scholars apart from their teachers. More so, one learns one learns how racism has affected other institutions and communities. The utilisation of technology also allows a lecturer to handle a large class effectively. The method also mitigates the chances of racism or segregation of the minor group that is possible to occur when using lecturing method (Zajda ; Freeman, 2010). All the students similarly access education. However, this method could only be exciting and efficient if the lecturer can ensure attention among the students, listen, and give feedback.
In addition to the use of effective teaching methods, the methodology of achieving REE goals requires teaching what is relevant and also the aspects that creates ethnicity awareness (Joslyn ; Ulett, 2018). It is a fact that the primary goal for the academic institutions is to ensure that the students achieve high scores on tests. However, the management should also be committed to ensuring that all students are respected and also have equal access to education and hence equal chances to reach their potential (Banks, 2009). The learners should also be guided and oriented in the educational environment that helps them to think, make analysis, develop citizenship, and community of learners (Milner, 2009). The teacher should also analyse the learners and prepare a report on the possibility of the collaboration of students from different ethnic groups, the observed social problems, the solution and action plan among the students, and the issues of oppression. Students should learn and understand the concept of equity from the educators (Ross ; Pang, 2006). Thus, they should be a role model in ensuring equity among students. As noted earlier, learning is not just through reading and writing, students also acquire knowledge through experience and observing the happenings in the society. Teachers should ensure there is no racial inequality in academic tracking, a disproportionate number of students between the whites and students of the colour, especially in the remedial classes.
The REE teaching methodology should ensure that the students understand and advance on racial justice (Banks, 2009). In this regard, the educators should teach about the racism and antiracist responses from both the management and the students. They should also organise, strategise, and educate against racism. For instance, they should teach on what constitutes racial discrimination (Ross ; Pang, 2006). The teachers should also develop effective education reforms such as antiracist education in the institutions where racial discrimination have manifested. Other appropriate improvements include moving beyond rejection, repression, punishment, isolation, and boredom. This would help in creating institutions and communities that are democratic, inclusive caring, supportive, empowered, and based on partnership.
Rationality of the discussed Goals and Methodology
REE course in philosophy is essential in fulfilling the national unity and aspiration. In this regard, its goals should correspond with its essentiality (Banks, 2009). Equally, the teaching methods should be suitable and variable enough to attract the learners’ interest and also enhance their understanding. As noted earlier, many higher institutions have students from different world countries. In this regard, academic institutions consist of people from different cultures (Walters, 2012). It is evident that among the many cultures or ethnic groups there is a group that dominates and also other minority groups. Irrespective of such situation, all learners join an institution to acquire knowledge without any segregation. In this regard, the REE course is among the essential courses in these institutions as it creates multicultural awareness and the possibility of equality. Therefore, the objective of this course should focus on ways to mitigate discrimination, prejudice, stereotypes, and how to ensure intergroup relations through effective diversity management.

A culturally responsive teaching method should consider culture as a central aspect of a student. In every class, several cultures intersect (Iruka et al. 2017). More so, there are different ways of thinking. In effect, the educator always faces a challenge to explain a mainstream culture while maintaining recognition, respect, and value of the other minor cultures. Thus, a teacher must develop teaching methodologies that create an optimal learning environment (Ross & Pang, 2006). Necessarily, the chosen teaching methodology should achieve the course goals but also remain culturally responsive. For instance, the methods should recognise the world for both the minor and major groups. They should also develop relations that form inclusive communities. The chosen methods should also challenge, appreciate or critique the current school culture. Thus, the rationality of developing the noted goals and methodology since they are culturally responsive and also focus on ensuring equality in a multicultural institution or community.The Role of Racial Literacy in a Learner
Racial literacy promotes critical analysis of the institutions as well as the societies. Learners develop critical thinking skills in the REE class and also acquire the courage to ask questions, examine the course content, popular culture, and the media (Iruka et al. 2017). The students also easily note the biases of the minority groups and have the confidence to speak against racism. This enhances the creation of a multicultural institution and societies. Notably, a multicultural community is not explained by the demographic makeup but the democracy and willingness of asking why a particular group of people is marginalised and discussion on the required reformation (Walters, 2012). Thus, racial literacy helps a student to acknowledge the perspectives and experiences of other people irrespective of the culture or ethnic group.

After learning, the students apply this knowledge not only in schools but also in their communities. Multicultural awareness in schools and organisations also help the members to appreciate and accommodate each other (Ross & Pang, 2006). Racial literacy also eliminates prejudice, oppression, and racism. Thus, initiating racial literacy in learners creates hope for a multicultural world where people will be relating without minding the cultural background of the other. Instead of cultural conflicts and barriers, the various cultures will be acting as a bridge when brought together (Iruka, et al. 2017). People will be learning from each other as they appreciate and respect each other’s culture.
In conclusion, Race Ethnicity Education is an essential course in the academic institutions. However, before teaching the course, it is crucial to develop appropriate goals and effective methodology. The course content and developed methodologies are the primary determinants of the goal achievement. The material should include topics that are relevant to the course. On the other hand, I think the methodology should focus on achieving the noted goals. Achieving REE goals requires the teacher to employ the literature and also ensure student participation. Moreover, the students should experience the knowledge from the teachers and the institution. Therefore, in an institution where there are biases, multicultural awareness helps the students to call for reforms to ensure an anti-racist environment. Essentially, racial literacy from schools can quickly spread to the world communities and hence promote peace and embracement among people from different cultures.
References
Banks, J. A. (2009). Teaching strategies for ethnic studies. Boston: Pearson/Allyn ; Bacon
Iruka, I. U., Curenton, S. M., ; Durden, T. R. (2017). African American children in early childhood education: Making the case for policy investments in families, schools, and communities. Bingley, UK: Emerald Publishing Limited
Joslyn, E. ; Ulett, E. (2018). Race, Ethnicity and Education. BERA. Retrieved from https://www.bera.ac.uk/group/race-ethnicity-and-education
Lowry, G. R., ; Turner, R. L. (2007). Information systems and technology education: From the university to the workplace. Hershey, Pa: IGI Global.

Milner, H. R. (2009). Diversity and education: Teachers, teaching, and teacher education. Springfield, Ill: Charles C. Thomas, Pub.

Race, R., ; Lander, V. (2014). Advancing race and ethnicity in education. Houndmills, Basingstoke: Palgrave Macmillan
Richardson, T. R., ; Johanningmeier, E. V. (2003). Race, ethnicity, and education: What is taught in school? Greenwich, Conn: Information Age Pub.

Ross?, E. W., ; Pang, V. O. (2006). Race, ethnicity and education. Westport: Praeger.

Ross, W. (2006). Race, Ethnicity and Education: Racism and Antiracism in Education. Research Gate. Retrieved from https://www.researchgate.net/publication/265050732_Race_Ethnicity_and_Education_Racism_and_Antiracism_in_Education_REE_Volume_4Ver, P. M., Perrin, E., ; National Research Council (U.S.). (2004). Eliminating health disparities: Measurement and data needs. Washington, DC: National Academies Press.

Walters, S. (2012). Ethnicity, race and education: An introduction. New York: Continuum.

Zajda, J., ; Freeman, K. (2010). Race, Ethnicity and Gender in Education: Cross-Cultural Understandings. Dordrecht: Springer Netherlands