Has there ever been an experiment done in a classroom that promotes cultural diversity?
473434
My daughter is in daycare, one day I came back to drop her off something and all the black kids were at one table and the white kids at the other, she is mixed so she was at the black table.\n\nI really don't know if this was intentional or a method like last names. It is a really good daycare and she has never had a prob there.
222760
it is true that foreign students bring cultural diversity as well as if you go to another country, it is a  great thing to have foreign students around you as you  start growing as a  person in the aspect of tolerance and respect to each other...
1097017
A student from another country that exchanges places with a student from this country for a short time, to experience other cultures.
916810
Multicultural school?\n\nI would just prefer one that didn't discriminate as opposed to a certain school in Minnesota that had to ship black people from New York to fill quotas like my college roommate did.\n\nI went to a school with people of all religions/cultural backgrounds and from many countries.  I enjoyed it.   I would want that for my children.
972156
Teach music to children in a "head start" or similar program in a classroom that you have deocrated.
117161
There is no specific school for it, but there are random people who teach/know about that kind of stuff all around the world.
600454
Yes.\n\nOver the last 20-30 years we've seen a BIG swing in the United States because people were seeking spiritual and cultural influences from other countries. \n\n(Large influx of eastern thought in the 70's, and in the last 20 years the Hispanic population has dramatically increased, bringing new ideas with it, as just two examples.)\n\nLike any form of interaction, we can both benefit and be harmed by such things, depending on how we approach them and what we personally take away from them.\n\nI'd say US culture looked pretty uniform though around 1950, while nowadays it is VERY diverse due to crossing cultural boundaries.
700101
Projects allow the student to think more freely-to brainstorm ideas-to think outside the box, and present an answer in a different way
1063972
Many schools have already begun offering coursework that deals with global issues, as well as study abroad and foreign exchange programs centered on a particular field or major.  Additionally, most large universities have students from all over the world.  So, diversity is reasonably well covered.  What's missing is the global community aspect.  Cooperative projects between students at US and foreign schools would go far to help students see the value and difficulties of living in a "Global Community."
606373
Yes.  and generally another language as well, depending on which of the three types of secondary schools they attend.\nCountries in Europe are much small than the US and it is easier for the schools/parents/students to accept the necessity of learning other languages.  In the US, you can drive for days and see and hear the same language.  It is harder for us to accept the reality that becoming multi-lingual is a true advantage (college, travel, careers...)
90666
Here are some experiments.
384979
There are hunreds of examples but I suggest you visit Media Lab Asia to start with. \n\nAnother great site is the Stockholm Award site.\n\nI would also recommend the M S Swaminathan Research Foundation site for India specific case studies.\n\nAlso do a Google search
440574
shouldn't the whole point of "Diversity Day" be to hear about people from diverse backgrounds?\n\nit seems bizzar to exclude a certain group from such an event to me\n\nI dont think the school should have wanted to exclude anyone in the first place, a school should be a place where you can learn about the world without bias
553441
diverse students tend to be poorer, and poor people dont take as good of their kids and they dont learn how valuable an education could be, so they arent actually "special" theyre just ignorant\n\nas far as how to solve it, i dont know, try to get the kids more active in school somehow and understand that education is important.\n\n(these are my personal opinions, not "fact" if you are doing this for a paper or something)
857750
OK, I'll give this a stab. Once upon a time, I taught upper elementary school in a inner city that is now far, far away. A report on NPR's marketplace inspired me to put together a unit on toys. \n\nI began by reading the short story "The Lesson" by Tony Cade Bambara aloud to the students. In the story, a "nappy-headed woman" with too much education and no makeup takes a group of kids from Harlem to the toy store FAO Schwartz in Manhattan. By doing this, she shows them that there's a world outside their Harlem neighborhood, and in this world, they don't have much power or money. The narrator--one of the Harlem kids--is angry, really angry at the woman who taught her this lesson.\n\n"You know," said one of my former students about a year later, "We hated you just like those kids in the story hated that woman."\n\n"I know," I said. By then I had learned that if you tell kids they are any kind of disadvantaged, even if you do so by telling them you grew up disadvantaged, too, they will hate you for it. \n\nBut I wasn't done with the unit. I had discussion questions for them to write about, and one of them was "Who are the people who buy the toys at FAO Schwartz?" The kids' answers were mostly some variation of "rich people".\n\nNext up, I had them go home and look at the "Made in" tags on three of their own toys, or those of a sibling, neighbor, or cousin if they were "too old" for toys. Actually, this was also a way out for kids who couldn't afford to own three toys.\n\nThe next day we compiled the results of our survey. I did that because I had two different figures for the percentage of toys made in China, and I wanted them to participate in gathering our own data: primary research. Some of the kids had obviously not done their research, but I included their made up answers (like "Made in Africa") anyway. Our results showed a percentage in between the two percentages I had from my research. In all three cases, we had figures that showed more than half the toys sampled were made in China.\n\nNext, I prepared them for an article I'd adapted from the newspaper by bringing in maps and coffee table books about China. I showed them, for example, terraces on the sides of mountains and a photograph of people in western Sichuan province with 100 pound tubs of manure on their backs, preparing to hike five miles into the mountains to lay manure on their fields.\n\nAt this point, I always asked the small group I was showing this particular photograph a question. Given a choice, would they rather come to school, read some stories, do some science, work some math problems, have recess, lunch, and maybe computer class, or would they rather hike five miles into the mountains with a hundred-pound tub of manure on their backs?\n\nWell, most of them would rather come to school. But there was always one or two who would say, "Give me the tub of manure."  These are your "kinesthetic learners", the kids who learn best by moving. In one case the kid was also a student with a high naturalistic intelligence (who happened to be born into a family with no interest in nature) and a truancy problem. I often think of that kid, and how happy he would be if he lived where I live now. \n\nAs a general rule, kinesthetic learners are more likely to be put in special ed, to drop out of school, and to end up in jail. They are the group of students that we as educators fail the most. And by fail, I mean we don't do right by them.\n\nAnyway, in the next part of the lesson, my students were to read an article I'd adapted from The Washington Post. The article told the story of a teenager who had travelled from western Sichuan province to the Special Economic Zone of Shenzhen, outside Hong Kong. \n\nIt explained how she'd gotten a job in a toy factory as a sort of human conveyor belt, moving partially manuf
917549
Try asking this same question in the education department, not society and culture. Good Luck!
41426
Cultural diversity that will allow people of different race, color, national origin, gender and religion the opportunity to learn and share their values so that less conflict arises.