Multicultural Education Means Mediocre Education, Part II :: miscellaneous

multicultural instruction Means Mediocre Education, Part III had taught high school and middle school English and cordial studies in a public school system for thirty-four years, retiring from the teaching profession in July of 1999. Any observations, opinions and conclusions I make astir(predicate) Multicultural Education are not theoretical they are pragmatically based on experience and my interactions with everyplace four thousand students. And I guide been scrutinizing and studying Multicultural Education for four decades now and have heard too-many-times the lackluster educational jargon originating from college professors and from misguided advocates of M.E., and quite candidly those elitist arguments have become rather redundant, hackneyed and monotonous, and to think that I at a time wholeheartedly espoused those ethereal Multicultural Education principles as an idealistic instructor beginning my career back in September of 1965.Despite the skilful Face that supporte rs of Multicultural Education are attempting to promote and propagandize, one trenchant adjective comes to mind whe neer I think about Multicultural Education and that particular word is insidious. To the unsuspecting layman or college student mixture through M.E. is a nifty catch phrase that sounds awfully terrible and pleasant to the ears upon hearing its utterance, but the process known as Multicultural Education is actually quite destructive to the implementation of effective American education. I deliberately describe the scourge as insidious because over the past forty years M.E. has imperceptibly and very cunningly been introduced, mature and perpetuated by its militant proponents without the American public realizing exactly how harmful, how treacherous and how detrimental the seemingly benign 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 automatica lly equate and beau M.E. with multilingual Education and ESL (English as a Second Language), which the clever campaigners for M. E. never lucidly delineate and differentiate. multilingual Education and ESL are indeed definite, positive, dependable and necessary programs in our American public schools. Those two activities encourage and serve the cultural Melting Pot ideal whereby immigrant and certain minority students see to it English and ESL and are hopefully successfully assimilated into American society aft(prenominal) two-to-four years of exposure to a saucy 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 unwary American public.