Multicultural Education: Teachers' Emotional Experiences Analysis

This assignment analyzes teachers' emotional experiences within the context of growing diversity and multiculturalism in schools. It begins by addressing the intensification of teachers' emotions in response to demographic and cultural shifts, emphasizing the challenges of managing variations in communication, language, and cultural backgrounds. The assignment further examines strategies for creating a unified school culture, such as establishing consistent educational systems and rules, providing support for immigrant students through language and cultural classes, and addressing communication barriers. Finally, it discusses how teachers' discomforting emotions, such as feelings of disparity among students, can manifest in the classroom, leading to potential conflicts and highlighting the importance of impartiality and respect. The analysis draws on relevant literature to support its claims.

Running head: MULTICULTURAL EDUCATION
Multicultural Education - Task 2 of 3
Name of the Student:
Name of the University:
Author note

1MULTICULTURAL EDUCATION
 “Especially in times of change such as demographic, social, and cultural
transformations, teachers’ emotions seem to be further intensified.” How do you feel
about this statement?
This an extremely justified statement because, as per the system of education is
considered, the teachers play an important role in the system. With the increase in number of
immigrants in the country, the job of the teachers becomes difficult. I think it is very difficult
for a teacher to cope up with the variations that comes along with multiculturalism of the
student. The ways of communication, the language of the host country and immigrants may
differ in many aspect (Bhatnagar, 2017). A teacher’s emotion may intensify due to the
variation that comes along-side the students form different culture.
 “The principal and the majority of teachers at Hill School described how difficult it was
to create a unified school culture as a result of the presence of immigrant and minority
children.” What can educators in schools do to create a unified school culture? Give
some examples.
A school is a place for all, no matter from which country, state religion one belongs to.
Thus for development of the school based unified culture, educators can develop a single
system of education and one set of rules regulations for all the students to follow. Host
country school should have special classes developed for the immigrant student such that
they can understand and learn the culture of that country and at least try to shape themselves
in that environment. Moreover, communication barrier is one of the biggest concern in these
cases and can be reduced with the development of communication classes for these students.

2MULTICULTURAL EDUCATION
For example, students form middle east are not always fluent in English, they even have
difficulties in conversing in the same. Thus schools can have public speaking English classes
such that these student can be benefited (Race, 2015).
 “This study demonstrated teachers’ discomforting emotions and affects in relation to
growing diversity and multiculturalism.” Choose one finding presented in this paper
and discuss how you can relate to or how you witness it in your everyday practice at
work.
The student who are unable to understand the classes of teachers speaking in the foreign
language are often seen facing problem and they become aggressive. They get a feeling of
disparity among the students form the country and themselves. Moreover, these students
often feel that they are left-over and do not co-operate with the institutes. Their anger is not
imprecise (Frenzel, et al., 2016). They just want respect which majority of them are often not
provided with. The impartiality amongst the teachers of the institution are often the cause of
the conflict between the minority or the immigrant student and the student of the host country
in their daily life.

3MULTICULTURAL EDUCATION
References
Bhatnagar, J. (2017). Educating immigrants. Routledge.
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., &
Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher
Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163.
Race, R. (2015). Multiculturalism and education. Bloomsbury Publishing.