CHALLENGES FOR MULTICULTURAL LEARNING ENVIRONMENT
INSTITUTIONAL UNFAVOURABLENESS
In India many private educational institutions are running with biasness on the basis of religion, caste etc. Although constitutional provision promote Multicultural Learning but in reality, favouritism and unfavouritism exists in some educational institutions. In such institutions most of the learners take admission affiliated to particular religion or caste etc. Even teachers and head is selected / appointed with such biasness.
REQUIRE CULTURALLY COMPETENT STAFF
This would require a very diverse staff that is also extremely culturally competent Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy. These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.
PROBLEM OF EQUAL REPRESENTATION
In every classroom there is no equal representation of different cultures. Think about instilled separation which is quite plausible seeing as how you may or may not have a specific number of ethnic groups in class and some students may feel the ethnic group they belong to is being discussed in a negative light or not discussed as much as someone else’s. This can ultimately lead learners to feel separated from the discussion which is why it’s important to ensure that each culture is represented equally.
TEACHERS’ CULTURE
Sometime culture of teacher become problem for creating Multicultural Learning Environment. For example, if teacher belongs to one culture and students belongs to different culture then many time creating Multicultural Learning Environment becomes difficult. Those same students may feel that the teacher has no idea what they are talking about based on their own culture.
LACK OF TEACHER EDUCATION
In teacher education programme teachers are not given training to create and used Multicultural Learning Environment. In Indian theoretical multiculturalism was introduced in 2015. Teachers prepared (B.Ed.) before (2015) could not get education for multicultural education without such education success in Multicultural Learning Environment is not possible.
COMBATIVE RESPONSE
Sometimes students give combative response in multicultural classroom and teacher fail to react in right way to on such response. If teachers fails the environment becomes negative. According to Campbell, “Teachers must also be properly trained on how to react to combative responses they receive from students “
PROBLEM OF STUDENT’S FAMILITY
Many time learners become rigid because of their family. Rigid parents and their teachings are big obstacles in the way of Multicultural Learning Environment. Most students have strong ties with their families and they may come from families that would disapprove of them learning about some cultures.
MAY ENHANCE NEGATIVITY
Discussing differences in classroom may enhance negativity. As stated by Bennett (1995), “to dwell on cultural differences is to foster negative prejudices and stereotypes, and that is human nature to view those who are different as inferior”. Thus, multicultural education will enhance feelings of being atypical.
NON-PLANNING
In India there is no planning for multiculturalism like America, Further there is no sufficient planning for undesired consequences if multiculturalism faces.
POSSIBILITY OF RESENTMENT
Actually, learners of some groups (like base of religion, caste, race etc) may not like the idea of multiculturalism. Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities.
DOMINATION OF MAJORITY
While teaching in multicultural learning education sometimes learners with majority dominate over minority groups. Even many times teacher cannot make equal environment. sometimes educational institution is situated in majority related learners population. In such situation domination become sensitive.
DISCUSSION CONVERTS IN DEBATE
Due to the ego factor and low tolerance sometime discussion converts into debate. It may again transform into hurting others. Discussion and presenting different perspective is major teaching technique of multicultural learning. Hence teacher need to be very careful about using this teaching technique.
DELINQUENT/VIOLENT BEHAVIOUR
Delinquent or violent behaviour as well as ideology is problem in Multicultural Learning Environment. In recent years in some educational institutions of India such violent behaviour results in killing of learners of other cultures. For example, violence between Punjabi’s and blacks. A teacher cannot control such violent events.
DYNAMIC NATURE OF CULTURE
Culture is dynamic. Inspite of many efforts no universal definition of culture. Culture is itself complex and varies from community to community, family to family, or from person to person. The dynamic and variable nature of culture makes teaching about multiple cultural influences a daunting if not impossible task.
IDEOLOGICAL OPPOSITION
There is non-acceptance of Multicultural Learning Environment by some scholars. Some feel that the idea of multicultural education tends to divide cultures instead of building tolerance between them, They believe that American students should be taught to think about themselves as part of a whole rather than as people from different places who just happen to live in the same country. Others believe multicultural education interferes with a child expressing his or her own individuality, by placing too much emphasis on ethnic or racial backgrounds.
FAULTY CULTURAL
Some beliefs and behaviours are faulty or inappropriate like gender inequalities within a culture. According to Many cultures, for example, favour power in the hands of men instead of women and even mistreating with women what is a culturally appropriate manner for them. When educators help to preserve this type of culture, they can also be seen encouraging the preservation of gender and other inequalities.
LEVINSON VIEWS
Levinson goes as far to suggest segregated schools to teach minority students in order to achieve a “culturally congruent” education. She argues that in a homogeneous class it is easier to change curriculum and practices to suit the culture of the students so that they can have equal educational opportunities and status in the culture and life of the school.
FULLINWIDER’S VIEWS
Many educators may think that when holding cultural parties, listening to music, or sampling foods related to different cultures that they are sufficiently promoting multiculturalism, but Fullinwider suggests these activities fail to address the deeper values and ideas behind cultural customs through which true understanding is reached, and Levinson adds that such practices could lead to “trivializing real differences; teachers end up teaching or emphasizing superficial differences in order to get at fundamental similarities”.
| Also study | Also study |
| Dimensions of multicultural education | Benefits of multiculturalism education |