Multicultural Education 4x664f

ARLIE G. FRESNIDO- MAIE-IT

MULTICULTURAL EDUCATION emerged during the civil rights movement of the 1960s and 1970s. It grew out of the demands of ethnic groups for inclusion in the curricula of schools, colleges, and universities.

HISTORY http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

Although MULTICULTURAL EDUCATION is an outgrowth of the ethnic studies movement of the 1960s, it has deep historical roots in the AfricanAmerican ethnic studies movement that emerged in the late nineteenth and early twentieth centuries.

HISTORY http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It was initiated by scholars such as George Washington Williams, Carter G. Woodson, W. E. B. DuBois, and Charles H. Wesley, the primary goal of the early ethnic studies movement was to challenge the negative images and stereotypes of African Americans prevalent in mainstream scholarship by creating accurate descriptions of the life, history, and contributions of African Americans.

HISTORY http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

They believed that creating positive selfimages of African Americans was essential to their collective identity and liberation. They also believed that stereotypes and negative beliefs about African Americans could be effectively challenged by objective historical research that was also capable of transforming mainstream academic knowledge.

HISTORY http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

quora.com

CULTURE -is a way of life of a group of people--the behaviours, beliefs, values, and symbols that they accept, generally without thinking about them,

and

that

communication

are and

ed imitation

along from

generation to the next.

DEFINITIONS people.tamu.edu/~i-choudhury/culture.html

by one

MULTICULTURAL EDUCATION - refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.

DEFINITIONS https://www.edglossary.org/multicultural-education/

MULTICULTURAL EDUCATION - is an idea, an educational reform movement, and a process (Banks, 1997). (As an IDEA) Multicultural Education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups.

DEFINITIONS https://education.uw.edu/cme/view

(As an EDUCATIONAL REFORM MOVEMENT) Multicultural Education tries to create equal educational opportunities for all students by changing the total school environment so that it will reflect the diverse cultures and groups within a society and within the nation's classrooms. (As a PROCESS) Multicultural Eucation is a process because its goals are ideals that teachers and s should constantly strive to achieve.

DEFINITIONS https://education.uw.edu/cme/view

It assumed that everyone will benefit from the same s.

Individuals are given different s to make it possible to them to have equal access.

EQUALITY VS EQUITY icafoodshelf.com

interactioninstitute.org

James Banks was born on September 24, 1941, near Marianna (Lee County) to Matthew Banks and Lula Holt Banks, both farmers. His formal education began at the McCullough Union School, which he walked five miles to attend.

JAMES A. BANKS

FATHER OF MCE http://www.encyclopediaofarkansas.net/encyclopedia/entrydetail.aspx?entryID=4682

He received his associate degree with high scholastic honors from Chicago City Junior College in 1963. A year later, he received bachelor's degree in elementary education and social science with honors from Chicago Teachers College.

JAMES A. BANKS

FATHER OF MCE https://en.wikipedia.org/wiki/James_A._Banks

Banks is known for his groundbreaking work in social studies education and especially in the field of multicultural education. His work has won numerous scholarly awards including a Spencer Fellowship from the National Academy of Education.

JAMES A. BANKS

FATHER OF MCE https://en.wikipedia.org/wiki/James_A._Banks

The National Association for Multicultural Education Advancing and Advocating for Social Justice & Equity

https://www.nameorg.org/

National Association for Multicultural Education (NAME)

“The National Association for Multicultural Education (NAME) is committed to an antidiscrimination policy in all of its programs and services. NAME is consciously and proactively inclusive of all areas of diversity including, but not limited to race, ethnicity, colour, national origin, sovereign tribal Nations status, ancestry, gender identity and expression, sex, sexual orientation, religion, age, social class, socioeconomic status, marital status, language, disability, or immigration status.”

MISSION https://www.nameorg.org/

National Association for Multicultural Education (NAME)

• To respect and appreciate cultural diversity. • To promote the understanding of unique cultural and ethnic heritage. • To promote the development of culturally responsible and responsive curricula.

GOALS https://www.nameorg.org/

National Association for Multicultural Education (NAME)

• To facilitate acquisition of the attitudes, skills, and knowledge to function in various cultures. • To eliminate racism and discrimination in society. • To achieve social, political, economic, and educational equity.

GOALS https://www.nameorg.org/

National Association for Multicultural Education (NAME)

• Provide opportunities for learning in order to advance multicultural education, equity and social justice. • Provide the preeminent digital clearinghouse of resources about educational equity and social justice.

OBJECTIVES https://www.nameorg.org/

National Association for Multicultural Education (NAME)

• To proactively reframe public debate and impact current and emerging policies in ways that advance social, political, economic and educational equity through advocacy, position papers, policy statements, press releases and other strategies.

OBJECTIVES https://www.nameorg.org/

James A. Banks's Dimensions of Multicultural Education is used widely by school districts to conceptualize and develop courses, programs, and projects in multicultural education.

DIMENSIONS OF MCE http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

(1) Content Integration (2) The Knowledge Construction Process (3) Prejudice Reduction (4) An Equity Pedagogy (5) An Empowering School Culture and Social Structure

5 DIMENSIONS OF MCE http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline.

CONTENT INTEGRATION http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It describes teaching activities that help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases of researchers and textbook writers influence the ways in which knowledge is constructed.

THE KNOWLEDGE CONSTRUCTION PROCESS http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It seeks to help students develop positive and democratic racial attitudes. It also helps students to understand how ethnic identity is influenced by the context of schooling and the attitudes and beliefs of dominant social groups.

PREJUDICE REDUCTION http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, socioeconomic, and language groups. It also assumes that students from diverse cultures and groups come to school with many strengths.

AN EQUITY PEDAGOGY http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

It involves restructuring the culture and organization of the school so that students from diverse racial, ethnic, socioeconomic, and language groups experience equality. of the school staff examine and change the culture and social structure of the school.

AN EMPOWERING SCHOOL CULTURE AND SOCIAL STRUCTURE http://education.stateuniversity.com/pages/2252/Multicultural-Education.html

QUESTIONING STYLES Questioning techniques that personally involve students will allow them to respond in a way that reflects their cultural diversity and that will expose their fellow students to those differences (Evans, 1991).

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html

ROLE PLAYING Role-playing enables students to express and to examine their attitudes, beliefs, and feelings about prejudice and discrimination. Poetry, biography, and powerful fiction are excellent sources for both discussion and role-playing (Banks, 1989).

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html

COOPERATIVE LEARNING Many years of research and practice the use of cooperative groups to focus on students' different strengths and styles. In addition, cooperative learning groups have been found to have strong and consistent positive effects on social relationships between culturally different students (Slavin, 1983).

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html

EXPOSURE TO DIFFERENT LANGUAGE CULTURES

It is important for students to recognize that English is not the only language spoken in the United States. Students should be exposed to speakers of various and languages. In addition to broadening students' perspectives by introducing them to different languages, such speakers can also share with students ideas and values from other cultures (Tiedt & Tiedt, 1990).

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html

GROUP DISCUSSIONS Group discussions stimulate thinking. The notion that thinking originates within individuals - and only after that is it ready to be shared socially - has given way to the belief that some of the best thinking results from a group's collective efforts (Sternberg, 1987

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html

ACTIVE INVOLVEMENT Instructional techniques that allow for individual differences and that add a spark of excitement to classroom activities should be used in place of fill-in-the-blank activities. Students should be engaged in listening, speaking, reading, writing, and thinking activities that provide opportunities for them to make decisions and solve problems (Tiedt & Tiedt, 1990).

TEACHING STRATEGIES TO MCE https://www.eduplace.com/rdg/res/literacy/multi2.html