The Integration of Multicultural Education, Multicultural Social Work Practice and Tao Complexity Tool Models in Inducing a Paradigm Shift in Public Policy-Making to Communities of Practice: A Postmodern Approach that Positively Impacts the Latino Students' Formal Education in the United States

Abstract

In this paper, the author highlights the effects of the Tao Complexity Tool model in inducing paradigm shift (Fu & Bergeon, 2012) in policy-making in complementarity to Systems Thinking (Senge, 1990, 2006) in addressing and resolving global issues (Rothenberg, 2006) facing global systems. In this analysis, these global systems are classified as open systems (Fu & Kirk, 1999) in postmodern organizations as multicultural communities of practice (Wenger, 1998, 1999, 2008). In doing this, I define the Tao Complexity Tool model as an open system and explicate the use of this model in inducing paradigm shift in policy-making (Fu & Bergeon, 2012). Also, I emphasize and clarify the interrelatedness and complementarity of the Tao Complexity Tool model to Systems Thinking (Senge, 2006) in addressing and analyzing specific global issues. In this respect, I explain an open systems-thinking based on Fu and Kirk's (1999) perspective on open systems in conjunction with Senge's (2006) work on systems-thinking. Additionally, I analyze the significance of addressing the education of the immigrant children and families from South and Central America facing educators, policy-makers and community stakeholders in the United States. Finally, I explain and correlate the importance of designing effective policy-making strategies such as the implementation of multicultural education, multicultural social work practice as effective policies in the American education system to help those global children who are coming to the United States achieve academic and social success in their formal American education.