Transcript Chapter 1 Foundations of Multicultural Education

Chapter 1
Foundations of Multicultural
Education
Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
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Chapter 1 Learning Outcomes
Prepare your classroom to accommodate a diverse population
that will treat all students equitably.
Examine the role that culture plays in the lives of students and
their families.
Consider whether cultural pluralism is a reasonable and
achievable goal in the classroom.
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Chapter 1 Learning Outcomes
Recognize why the question, “Who are my students?” is so
important to effective instruction.
Prepare yourself to tackle the obstacles to social justice in
order to create a just and equal classroom.
Implement characteristics of multicultural education in the
classroom.
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Diversity in the Classroom
Racial diversity: Students of color now comprise approximately
40% of all students in PreK-12th grade public schools in the
United States.
Religious diversity: Not only are schools ethnically and racially
diverse, but they are increasingly religiously diverse.
Cultural diversity: Cultural factors impact student learning and
behavior.
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Multicultural Education
Multicultural supports:
Diversity
Culture
Social justice
Equality
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Democracy
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Allows us to
predict how
others will
behave in
certain
situations.
Provides
acceptable
patterns of
behavior
Culture
Imposes order
and meaning on
our experiences.
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Determines how
we think, feel,
and behave in
society.
Characteristics of Culture
It is
learned
It is
shared
It is an
adaptatio
n
It is
dynamic
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Manifestations of Culture
Culture is manifested through
• Values
• Nonverbal
communication
• Language
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Ethnocentrism
Overcoming ethnocentrism means respecting other cultures
and functioning in multiple cultural groups.
Overcoming ethnocentrism means viewing other cultures as
equally viable alternatives.
Ethnocentric individuals see their own traits as superior to
others.
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Cultural Relativism
“Never judge another man until you
have walked a mile in his moccasins.”
–Native American proverb
Cultural relativism is an attempt to understand other cultural
systems in their own terms in the context of their own cultural
beliefs.
Understanding another culture first begins by clearly
understanding one’s own culture.
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Dominant Culture
WASP influence: White, Anglo-Saxon, and Protestant
Individualism: the belief that every individual is his or her own
master, with a goal of self-actualization.
Freedom: not having others determine our values, ideas, or
behaviors because we are free to choose these as we please.
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Pluralism in Society
Otherness: cultural groups that are different from our own
Assimilation: process by which groups adopt or change the
dominant culture
• Structural
• Involuntary
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Cultural Pluralism
Cultural pluralism: Allows multiple distinctive groups to
function separately and equally without requiring any
assimilation into the dominant society
Many immigrant groups have maintained their own unique
ethnic groups or enclaves
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Multiculturalism
Allows different cultural groups to maintain their unique
cultural identities while participating equally in the dominant
culture
Understanding multiculturalism can help teachers select
appropriate instructional strategies and provide authentic
learning activities
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Cultural Identity
Our identities in any single group are influenced by our
historical and lived experiences and membership in other
groups.
The interaction of these various group memberships within
society begins to determine an individual’s cultural identity.
Identity is fluid and shifts across time.
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Cultural Borders
Cultural borders are boundaries based on cultural differences
that may limit an individual’s understanding of persons from a
different cultural background.
As we learn to function comfortably in different cultures, we
may be able to cross cultural borders, bringing the students’
cultures into the classroom.
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Biculturalism
Individuals who have
competencies in two or
more different cultures and
can function proficiently in
them are considered
bicultural or multicultural.
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Equality and Social Justice in a Democracy
The concepts of equality and individualism are fundamental and
core values in this country.
They sometimes oppose each other; we speak for equality for all
and yet demand the right for individualism and the ability to
achieve one’s own happiness and pursue personal resources.
Egalitarianism is the belief in social, political, and economic rights
and privileges for all people
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Meritocracy
Inequalities are the natural outcome of individual
differences
Everyone has the opportunity to be successful if they
just work hard enough
Equal educational opportunity applies meritocracy to
education
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Equality
Patterns of inequality are a reflection of how resources and
political power, and cultural and social dominance are built
into the entire political-economic system.
Equality suggests fairness in the distribution of the conditions
and goods that affect the well-being of all children and
families.
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Social Justice
Students are
educated on a
level playing
field.
Every citizen is
treated justly
and fairly and
with dignity.
Schools in poor
areas have the
same resources
as schools in
affluent areas.
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Obstacles to Social Justice
Prejudice is the aversion to members of certain cultural
groups. It manifests itself in fear, anger, hatred, and distrust.
Stereotype occurs when generalizations are applied to a group
without consideration of individual differences within the
group.
Developing activities that reduce prejudice would be an
appropriate education strategy for teachers.
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More Obstacles to Social Justice
Discrimination focuses on behaviors and occurs on both the
individual and institutional levels.
The privileged curriculum can result in teachers being unable to
see the inequities that many students outside the dominant
group face.
Classroom resources and practices must be evaluated to ensure
that discrimination does not occur.
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Fundamentals of Multicultural Education
Cultural differences have strength and value.
Schools should be models for the expression of human
rights and respect for differences.
Social justice and equality for all people should be of
paramount importance.
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Fundamentals of Multicultural Education
Attitudes and values necessary for participation in a
democratic society should be promoted in schools.
Educators working with families and communities can
create an environment that is supportive of
multiculturalism, equality, and social justice.
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Evolution of Multicultural Education
Multicultural education has its roots in the early work of African
American scholars, intercultural education, and ethnic studies.
The civil rights movement brought a renewed interest in ethnic
studies, discrimination, and intergroup relations.
Schools are now held accountable for providing equitable learning
environments for students.
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Multicultural Education Today
Multicultural education encompasses critical pedagogy, antiracist
education, and critical race theory.
Multicultural education promotes critical thinking to ensure that
education serves the needs of all groups equitably.
No Child Left Behind requires standardized testing of students to
determine how effective a school is in helping students learn.
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Multicultural Proficiencies for Teachers
Multiple InTASC standards address multicultural proficiencies
state that teachers should demonstrate.
It is important for teachers to develop dispositions that
support diversity and differences.
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Reflecting on Multicultural Teaching
Teachers who reflect on and analyze their own practice report
improvement in teaching.
Effective teachers are able to change their teaching strategies
when students are not learning.
Self-reflection is a critical skill for improving your teaching.
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