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Chapter Three The Multicultural Classroom. The Multicultural Curriculum  Teachers can help to overcome superficial differences to create a multicultural,

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Presentation on theme: "Chapter Three The Multicultural Classroom. The Multicultural Curriculum  Teachers can help to overcome superficial differences to create a multicultural,"— Presentation transcript:

1 Chapter Three The Multicultural Classroom

2 The Multicultural Curriculum  Teachers can help to overcome superficial differences to create a multicultural, democratic society.  The new curriculum will consist of a wide variety of teaching strategies that embrace the diverse cultures in the classroom.  Teachers will determine bias and carefully monitor all students in the classroom to assure that diversity is valued.

3 Creating a Multicultural Classroom  Use multicultural books and materials  Show an appreciation of cultural, racial, and ethnic differences  Avoid stereotypes  Acknowledge differences in children  Discover the diversity within the classroom (know your students and their backgrounds)  Accept and embrace all of your students

4 Challenging the Status Quo: Subcultures in the Classroom  Gender  Race  Class  Religion/culture  Other Subcultures  Exceptionalities

5 Gender  While there are physical differences between men and women, most are the result of environment.  Early researchers reinforced prejudices because they found significant differences between boys’ and girls’ standardized math, verbal, and spatial skills examinations.  Recent research has demonstrated that these measured differences are beginning to disappear.

6 Promoting Gender Equality  In the past, some teachers “bought into” gender stereotypes and assumed that boys had a “natural” superiority in subjects such as math and science.  Young boys were “called on” first to answer questions in class and given verbal and nonverbal encouragement.  As teachers we need to recognize the powerful role we play in the classroom, and avoid gender stereotyping.  This will promote a classroom environment that encourages both males and females to excel and participate in all subjects.

7 Race and Ethnicity  Racial and ethnic prejudice emerges as a result of power relationships that develop as part of the socialization process.  As young people grow they often establish personal identity by excluding others who are not like them.  This sense of “otherness” can lead to feelings of either domination or submission.

8 The “Cycle of Poverty”  Many racial and ethnic minority children live in poverty.  These children often accept the beliefs and values of the dominant white society including negative stereotypes about themselves.  They have little access to quality education that limits their employment options, which in turn leads to more poverty and hopelessness.

9 Breaking the Cycle of Poverty  American teachers must create a classroom of inclusiveness.  Teachers need to help students develop an appreciation of diversity.  By teaching students to value the histories of all people and their cultures, we will achieve the goal of democratic classrooms and help all children learn and succeed.

10 Class  As children begin to mature, they often recognize differences in the class position (or family income) of their schoolmates.  Individuals from working-class or even lower- middle-class families may be discriminated against.  Researchers have shown that nearly two million people living below the poverty line work full time.  Like sexism and racism, classism can be a potent form of exclusion, ridicule, and prejudice.

11 Minimizing the Effects of Classism  American teachers can minimize classism by the selection of curricular materials and in their own actions in the classroom.  Carefully choose reading materials that emphasize the accomplishments of working class or poor people.  Make positive historical references to the labor struggles of working people.  Lead frank discussions about the power of advertising and the shallowness of material obsession.  Never refer to poor people as “lower class.”

12 Religion and Culture  Prejudice based on religion and culture is often subtle and guarded.  Its impact can be just as potent in excluding individuals from the “in group” or making individuals vulnerable to ridicule.  Religious and cultural preferences may be virtually invisible in the classroom during most of the school year, but can appear during holiday celebrations.

13 Minimizing Religious and Cultural Prejudice  Include content from all cultures, both ethnic and religious, into the curriculum.  Show interest and enthusiasm about the diverse cultures represented in your classroom.  Discuss various cultures in an engaging way.

14 Other Subcultures: Geography, Community and Lifestyle  Differences in speech or dress due to our region or community can be the basis of prejudice in the classroom.  Those with different sexual orientations may also be discriminated against.  Teachers should demonstrate through their own actions that toleration for different attitudes, behaviors, and lifestyles is essential in our multicultural society.

15 Exceptionalities  Since the early 1980s, students with exceptionalities have increasingly been mainstreamed into regular classrooms.  Today there are more than 6 million students in the U.S. who are considered “exceptional.”  These include individuals identified as mentally retarded, learning disabled, visually or speech impaired, hearing impaired, emotionally or behaviorally disturbed, or physically impaired.

16 Minimizing Prejudice Against Exceptional Children  Create a classroom environment that is positive, open and understanding of the problems and possibilities of exceptional children.  Remember that exceptional children need love, friendship, acceptance, and a place to learn.  Become a positive role model for your students, by exhibiting openness, acceptance and understanding.


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