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Chapter 3 from James A. Banks Book.  It’s oversimplified (sometimes) - by the public, teachers, administrators and policy makers -some downplay the concept.

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Presentation on theme: "Chapter 3 from James A. Banks Book.  It’s oversimplified (sometimes) - by the public, teachers, administrators and policy makers -some downplay the concept."— Presentation transcript:

1 Chapter 3 from James A. Banks Book

2  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.

3  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

4  There are 5 dimensions which include: -Content Integration -The Knowledge Construction Process -Prejudice Reduction -Equity Pedagogy -An Empowering School Culture & Social Structure

5  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.

6  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.

7  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.

8  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.

9  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.

10  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.

11  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.

12  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.

13  There are 8 characteristics of a multicultural school (pg. 36-38) 1. 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.

14 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.

15 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.

16 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.

17 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.

18  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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