Transcript Multicultural Ed Presentation

Chapter 3 from James A. Banks Book

It’s oversimplified (sometimes)
- by the public, teachers,
administrators and policy makers
-some downplay the concept and
don’t realize all the dimensions of
multicultural education.
Only including the content about ethnic
groups into curriculum
 Some view it as prejudice reduction
 The celebrations of ethnic holidays and
events
 A movement to close the achievement
gap between White students and low
income students of other backgrounds


There are 5 dimensions which include:
-Content Integration
-The Knowledge Construction Process
-Prejudice Reduction
-Equity Pedagogy
-An Empowering School Culture &
Social Structure
What is content integration?
-Content integration includes how a
teacher uses examples, data, and info
from a variety of cultures in his/her
instruction.
 In many school districts (and writings) ME
is viewed only as content integration.
 Content integration can be included in
all subjects even though some science
and math educators feel it’s irrelevant.

This important process relates to HOW
teachers help students understand,
investigate and determine how cultural
assumptions, frames of reference and
perspectives influence the ways
knowledge is constructed.
 Teachers help their students understand
how knowledge is influenced by the
racial, ethnic, gender and social class
positions of groups and individuals.

Prejudice Reduction describes the
characteristics of children’s racial attitudes
and how strategies can be used to help
develop more positive racial and ethnic
attitudes.
 Research has shown by age 4 African
American, Mexican American and White
children are aware of racial differences.
 Often racial preferences are made that are
biased toward Whites.


How can we form positive racial attitudes of our
future students??
-Using realistic images of ethnic and racial groups
in our materials.
-Using the materials in a consistent, natural and
integrated manner.
-Involve students in a variety of experiences.
-Cooperative learning activities!! Have students of
different background work together to help
develop positive attitudes and behaviors.
Equity Pedagogy exists when teachers
modify their teaching in ways that will
aid in the academic achievement of
students from diverse racial, cultural, and
social-class groups.
 This can be done by using a variety of
teaching styles that are consistent with
the wide range of learning styles that will
be found in our classrooms.

If teachers want to increase learning
opportunities for their students, they must
be knowledgeable about the social and
cultural contexts of teaching and learning.
 Effective teachers are aware of the diverse
backgrounds of their students and have the
ability to translate that info effective
teaching.
 By modifying instruction so that all cultures
are included student participation and
achievement can/will increase.

Describes the process of restructuring the
culture and organization of the school so
that students from diverse racial, ethnic,
language and social-class groups will
experience educational equality and
empowerment.
 Schools as a whole must be willing to
make a structural change so all students
from all groups will have an equal
opportunity for success.

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These 3 goals are will help create a
school culture & social structure that is
empowering and enhancing:
1. Establish assessments that are fair to all
groups.
2. Detracking the school.
3. Create the norm within the school that
all students can learn – regardless of their
racial, ethnic, of social-class groups.

1.
There are 8 characteristics of a
multicultural school (pg. 36-38)
Attitudes, perceptions, beliefs, and
actions of the school staff.
- In a multicultural school teachers and
administrators have high academic
expectations for all students.
The belief is all can learn.
2. Formalized curriculum and course of
study.
-Most schools show concepts and events from
perspectives of mainstream Americans.
-In multicultural education students view
events, concepts, and issues from the
perspective of diverse groups. Men AND
women’s perspectives are also important.
3. Learning, teaching, and cultural
characteristics favored by the school.
-Using teaching styles that match the learning,
cultural, and motivational styles of the students.
4.
Language and dialects of the school.
-All teachers/administrators show respect for
students’ first languages and dialects.
5. Instructional materials
-The materials used in school show events,
situations, and concepts from a range of
cultural, ethnic and racial perspectives.
6. Assessments and testing procedures
-Both are culturally sensitive and result in
students of all backgrounds being represented
proportionately in GT classes.
7. The school culture and hidden
curriculum
- Multicultural education reforms the school
environment so the hidden curriculum sends a
message that cultural/ethnic diversity is valued
and celebrated.
8. The counseling program
-school counselors have high expectations for
all students and help them set/realize positive
career goals.
Rethinking Our Classrooms: Teaching for
Equity and Justice, Vol. 2 (Bigelow, 2001)
 Rethinking Globalization: Teaching for
Justice in an Unjust World (Bigelow &
Peterson, 2002)
 Lies My Teacher Told Me: Everything Your
American History Textbook Got Wrong
(Loewen, 1995)
 Sundown Towns: A Hidden Dimension of
American Racism (Loewen, 2005)
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