Multicultural Education (Research Paper Sample)

Issues Affecting Multicultural Education –Inequalities in Terms of Teaching Materials in Georgia
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Issues Affecting Multicultural Education –Inequalities in Terms of Teaching Materials in Georgia
Introduction
America has been faced with key multicultural education effects. According to the statistics involved, almost 80% of the schools in America are faced with the reality of multicultural education and the need to develop diversity strategies (Banks, & Banks, 2010). Georgia is a southern state in America that is expressively affected by different issues in embracing multicultural education in its operation (Loseke, 2003). This paper aims at elaborating the inequality issues in terms of teaching materials affecting the state of Georgia in the United States.
The Statement of the Problem
Multicultural education is also a multidimensional approach in sustaining education among students in the learning institutions. Due to the essence of the education system and the changing society in which we exist, there are some problems that have been defined to affect the education system as it attempts to embrace diversity. To facilitate an effective education system, there are some requirements that should be available without any bias. The diversity and the number of teachers available in multicultural education system should be developed as well as policies that may favour the success of diversity (Banks, & Banks, 2010). One of the central problems affecting the schools in Georgia as they attempt to provide culturally inclusive education is the inequalities that exist in terms of the teaching materials. Lack of adequate teaching materials may not favour the success of education patterns. These schools are faced with the presence of minority groups that have existed due to migration and globalization issues. Many of the teachers lack adequate materials that may be applicable in providing an inclusively equal education among the diversified groups. Bias, isolation, and stereotypes are some of the negative effects that would be experienced by the multicultural schools which have the constraints of materials availability (Appelbaum, 2002). The fact that most of the school activities may be based on state taxes and local property revenues implies that there may be disparities. The rich states would have access to materials while the rest may not gain access to learning materials. Inequalities in terms of learning materials would impair the effectiveness of multicultural education within Georgia.
People Involved In the Problem
The problem stated involved different parties. The parties may be affected directly or indirectly. Some of them may be a portion of the problem while the rest may be part of the solution. The inequality practices involved in fund allocation, which would be necessary for the provision of the learning materials, makes the authorities part of the problem involved. For example, the department of education, the local state authority, and the federal state may be involved as part of the problem. According to this argument, these authorities make decisions in terms of resource allocation in Georgia. Based on such decisions, the authorities stated have made bias and wrong decision that have led to inappropriate resource allocation (Trends in Educational Funding, 2010).
The administrators and the school authority may be involved as part of the clarification of the problem inhibiting the operations of resource allocation in Georgia multicultural schools. This group can be responsible for the key affected areas that may need adjustments in the resource allocation based on the needs of the schools (Appelbaum, 2002). The authorities that are part of the problem may also develop transparency and accountability approaches that would be necessary for ensuring equality and sustainability of multicultural education (Loseke, 2003).
The Proposed Solution
Developing appropriate strategies in the operations of the school systems within the public sector would be a major solution for Georgia. Encouraging federal (main government) governance of resource distribution to the schools is one major solution that would ensure multicultural education success. The current system works such that the states are centrally responsible for the system resource and availability of materials used in learning (Loseke, 2003). Having a federal control towards the provision of the materials needed for learning would ensure that bias is eliminated during resource distribution (Trends in Educational Funding, 2010). The states would tend to experience an equal opportunity in having access to the key learning resources required for ensuring a success of multicultural education within the schools in Georgia (Appelbaum, 2002). Such district inequalities may be avoided through a central control of the resource allocation duties.
Issues Needed to Implement the Solution
Based on the solution stated, time and financial requirements may be needed to implement the solution. The time taken for the federal state to establish a federal education department would be required. Additionally, time would be required in the process of transitioning from the state-based system to a federal based system. Financial or money commitments are also necessary for increasing the implementation rate. For example, department creation as well as federal commitments to duties would require some financial sacrifice (Salili, & Hoosain, 2001).
Projected Timeline
The transition from stat...