Multicultural Education Means Mediocre Education, Part II :: miscellaneous

multicultural didactics Means Mediocre learning, Part III had taught high school school and middle school English and social studies in a public school system for thirty-four years, retiring from the teaching avocation in July of 1999. Any observations, opinions and conclusions I make about multicultural Education atomic number 18 not theoretical they are pragmatically based on experience and my interactions with over four thousand students. And I have been scrutinizing and studying multicultural Education for four decades now and have heard too-many-times the lustreless educational jargon originating from college professors and from misguided advocates of M.E., and quite frankly those elitist arguments have hold out rather redundant, hackneyed and monotonous, and to think that I once wholeheartedly espoused those airlike Multicultural Education principles as an idealistic teacher beginning my public life back in September of 1965.Despite the Happy Face that supporters of Mul ticultural Education are attempting to promote and propagandize, one distinct adjective comes to heading whenever I think about Multicultural Education and that particular countersign is insidious. To the unsuspecting layman or college student Diversity through M.E. is a nifty catch phrase that sounds awfully noble and pleasant to the ears upon comprehend its utterance, but the process known as Multicultural Education is genuinely quite detrimental to the implementation of effective American education. I measuredly describe the scourge as insidious because over the past forty years M.E. has imperceptibly and very cunningly been introduced, advanced and perpetuated by its unpeaceful proponents without the American public realizing exactly how harmful, how treacherous and how detrimental the seemingly kindly terminology appears to be. First of all, Multicultural Education never clearly defines and identifies itself to the American public for what it really is. U.S, citizens aut omatically equate and associate M.E. with Bilingual Education and ESL (English as a Second Language), which the clever campaigners for M. E. never lucidly report and differentiate. Bilingual Education and ESL are indeed definite, positive, beneficial and necessary programs in our American public schools. Those two activities encourage and facilitate the cultural thawing Pot ideal whereby immigrant and certain minority students learn English and ESL and are hopefully successfully assimilated into American society after two-to-four years of video to a new language and a new culture. But Multicultural Education is the complete opposite and inverse of Bilingual Education and ESL. M.E. deceitfully and deliberately does not accurately distinguish itself from Bilingual Education and ESL to the unguarded American public.