Transcript Slide 1

SECTION 4
The Challenge of Diversity
To American Institutions
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 0
© 2011 Pearson Education, Inc
Understanding
Human Differences
Multicultural Education for a Diverse America
3rd Edition
By
Kent L. Koppelman
Section 4
Chapter 13
Pluralism in Schools: The Promise
of Multicultural Education
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Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 1
© 2011 Pearson Education, Inc
Defining
Multicultural Education
Multicultural Education is often
confused with other forms of
education addressing diversity:
Multiethnic Education
Global (or international) Education
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 2
© 2011 Pearson Education, Inc
What does it mean for
education to be called
MULTICULTURAL
Must include information on various
groups within a multicultural society that
are identified by differences such as:
Race
Ethnicity
Gender
Sexual Orientation
Religion
Social Class
Disability
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 3
© 2011 Pearson Education, Inc
What is an appropriate
definition for
MULTICULTURAL EDUCATION
An educational REFORM that:
• challenges and rejects racism and
discrimination
• Accepts and affirms pluralism and the
diverse groups reflected in students
teachers and the community
• Promotes democratic principles of
Source: Nieto, 2004
social justice
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 4
© 2011 Pearson Education, Inc
ESSENTIALISM
Traditional Assumptions in
American Education
• Purpose of the school
Transmit knowledge and values
• Role of the teacher
Transmitter/role model
• Learning
Acquiring knowledge and values
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 5
© 2011 Pearson Education, Inc
What body of
KNOWLEDGE have
essentialists identified
Four DISCIPLINES containing
knowledge essential for every
student:
• Social studies
• Science
• Mathematics
• English language/literature
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 6
© 2011 Pearson Education, Inc
What essential human
VALUES do schools teach
Essentialists emphasize values
in Myrdal’s American Creed
and middle class values:
• Honesty
• Hard work
• Competitiveness
• Efficiency
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 7
© 2011 Pearson Education, Inc
How do essentialists
define or describe
LEARNING
Learning is described as the
acquisition of knowledge:
The student absorbs
knowledge as a sponge
absorbs water
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 8
© 2011 Pearson Education, Inc
Why are students not
learning in essentialist
schools
• Explosion of knowledge has made it
more difficult to determine what is
essential for students to learn
• Students learning at different rates
makes group teaching difficult (ability
grouping has not been effective)
• Studies report that students retain as
little as 20% of what they have
learned
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 9
© 2011 Pearson Education, Inc
Assumptions of
MULTICULTURAL
EDUCATION
with regard to:
• Curriculum
• Learning
• Teaching
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 10
© 2011 Pearson Education, Inc
What assumptions do
multicultural educators
make about curriculum
• Multicultural curriculum
must be inclusive of
diverse groups
• emphasize conceptual
learning as opposed to
memorizing facts
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 11
© 2011 Pearson Education, Inc
Why is it necessary to take
a CONCEPTUAL approach
to curriculum
• The knowledge explosion has
made memorizing factual
knowledge inefficient
• Students need to know how to
gather information from diverse
disciplines
• Students need to understand and
articulate broader themes and
concepts
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 12
© 2011 Pearson Education, Inc
What is the
HIDDEN CURRICULUM
Refers to indirect means by which
students are taught the NORMS
and VALUES of their society
• how information is presented in
textbooks
• what images are displayed in
classrooms
• school rules
Understanding Human Differences
3rd Edition - Koppelman
Source: Pai and Adler (1997)
Chapter 13- 13
© 2011 Pearson Education, Inc
How have schools IMPLEMENTED
multicultural curriculum
• CONTRIBUTIONS: emphasizes heroes, holidays,
and culture
• ADDITIVE: adds content, concepts, themes, and
diverse perspectives to existing curriculum
without changing its structure
• TRANSFORMATION: changes curriculum
structure so students learn concepts, issues,
events, and themes from diverse perspectives
• SOCIAL ACTION: students study about social
issues and take actions to address them
Source: Banks, 1999
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 14
© 2011 Pearson Education, Inc
How do multicultural
educators describe
LEARNING
Learning is a process of
meaning making as learners
organize
• ideas
• information
• experiences
Understanding Human Differences
3rd Edition - Koppelman
to make sense of them
Chapter 13- 15
© 2011 Pearson Education, Inc
In what different ways
do individuals learn
Gardner’s theory describes eight
multiple intelligences that represent
different kinds of learning abilities:
Linguistic
Musical
Spatial
Naturist
Interpersonal
Intrapersonal
Logical/mathematical
Bodily/kinesthetic
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 16
Source: Gardner, 1999
© 2011 Pearson Education, Inc
Why is self-confidence
necessary for learning
Studies report that students
must believe that they have the
ABILITY to LEARN in order to be
successful in a learning activity
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 17
© 2011 Pearson Education, Inc
What must teachers do to
implement a multicultural
education approach
FIVE APPROCHES for
implementing multicultural
education:
1. Teaching the Exceptional and Culturally
Different
• a remedial approach
• incorporates student experiences
into the learning
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 18
© 2011 Pearson Education, Inc
2. Human Relations maintain traditional
educational assumptions but emphasizes
• developing self-esteem
• reducing prejudice
• promoting acceptance of differences
3. Single Group Studies
• provide information on one group
• examine structural inequalities
affecting the group
• encourage students to work for social
change
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 19
© 2011 Pearson Education, Inc
4. Multicultural Education promotes respect
for human differences and the need to
provide people from diverse groups
• Equal opportunity
• Power equity in society
5. Education that is Multicultural and Social
Reconstructionist
• Promotes cultural pluralism
• Prepares students to be active
participants in a democratic society by
understanding structural inequalities
and promoting equal opportunity
Understanding Human Differences
3rd Edition - Koppelman
Source: Sleeter & Grant, 1999
Chapter 13- 20
© 2011 Pearson Education, Inc
What does it mean to
implement DEMOCRATIC
practices in schools
Students and teachers work
together to create learning
environments responsive to student
• questions
• interests
• issues
• aspirations
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 21
© 2011 Pearson Education, Inc
What specific instructional
STRATEGIES are
recommended for teachers
Implement a CRITICAL PEDAGOGY
where students analyze perspectives to
understand and act on inconsistencies
Recommended strategies are
process oriented approaches such as:
Role playing
Simulations
Learning centers
Cooperative learning
Service learning
Action research
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 22
© 2011 Pearson Education, Inc
How can multicultural
education help to reduce
student PREJUDICE
Studies report prejudice reduction
has been achieved, especially
when cognitive learning is the
primary objective of an activity
Cooperative learning has been
especially successful in
reducing student prejudices and
promoting intergroup relations
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 23
© 2011 Pearson Education, Inc
How does Culturally
Responsive Teaching
address the goals of
Multicultural Education
Committed to improving academic
achievement for ALL students
Changes practices that
marginalize students
Rejects sorting students into
tracks
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 24
© 2011 Pearson Education, Inc
What is
Culturally Responsive Teaching
Teachers make educational
activities more effective for
student learning by applying
their knowledge of
student cultures
prior experiences
performance styles
Teachers perceive students
differences as assets
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 25
© 2011 Pearson Education, Inc
Why is
Culturally Responsive Teaching
a challenge
• Schools are still racially
segregated and student
population is getting more
diverse
• Majority of teachers continue to
be white and have little personal
experience with diversity
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 26
© 2011 Pearson Education, Inc
What are some
characteristics of a
Culturally Responsive
TEACHER
• Recognizes that the ways people
perceive, interact, and learn are
influenced by race/ethnicity, social
class, and language
• Has a positive perspective on students
and their families from diverse
backgrounds
• Has high expectations for ALL students
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 27
© 2011 Pearson Education, Inc
What are some strategies for
Culturally Responsive
Teaching
• Learn about and value diverse cultures of
students and their families
• Bridge cultural differences through effective
communication
• Promote student engagement
• Use cultural strategies (e.g., assign projects
related to the students communities)
• Reshape the curriculum to reflect diversity
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 28
© 2011 Pearson Education, Inc
Is multicultural education
too IDEALISTIC
Multicultural education is a
pragmatic response to
addressing the needs of
increasingly diverse students
It is promoted by educational
organizations, agencies, and
accrediting institutions that
prepare prospective teachers
Understanding Human Differences
3rd Edition - Koppelman
Chapter 13- 29
© 2011 Pearson Education, Inc