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Ch. 7 Multicultural Education “The education of our young people must begin where they are, using their knowledge, experiences, cultures and languages.

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Presentation on theme: "Ch. 7 Multicultural Education “The education of our young people must begin where they are, using their knowledge, experiences, cultures and languages."— Presentation transcript:

1 Ch. 7 Multicultural Education “The education of our young people must begin where they are, using their knowledge, experiences, cultures and languages as the basis for their learning.” Sonia Nieto

2 What is Multicultural Education?  Multicultural education is many different things:  A field of study (its an entire area of specialization within various fields such as education, counseling psychology and public health).  A way to reform schools  An umbrella term for many different curriculum models that try to incorporate culture or diversity into the curriculum.  A factor at all levels of education (Individuals and institutions serving children from prekindergarten through graduate school are involved in multicultural education).

3 What is Multicultural Education?  An affirmation of pluralism Multicultural education challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, and gender among others) that students, their communities and teachers represent. Multicultural education furthers the democratic principles of social justice.  An extension of Democracy Multiculturalism consists of the values and beliefs inherent in a democracy: the promotion of human rights and privileges, the sharing of power, and equal participation in all social contexts.  A comprehensive approach to school reform Multiethnic education as a reform movement designed to make major changes in the education of children and youths. Multiethnic education is concerned with changing the total school environment so that students from all ethnic groups will experience equal environments in order to implement multiethnic education. Minimize and heal damage to children’s sense that results from racism Minimize the development of prejudice and increase children’s ability to function cross-culturally

4 Early Childhood Multicultural Education  Multicultural education grew out of the civil rights movement, but until the 1980s that early childhood educators began to examine what multicultural education meant for the field.  In early childhood setting, multicultural education begins by knowing, respecting and setting high expectations for each child in your classroom.  It involves working with parents and adapting caregiving practices to complement the style and form caregiving used within the child’s family.  It includes teaching children about their own culture  It involves incorporating children’s home languages into the daily life of the classroom  It means exposing children to other cultures and helping them be comfortable with and respect all the ways people differ from each other  It is teaching children how to relate to one another and how to play fair.  It encourages children to notice and think about unfairness and challenges them to do something about the unfairness toward people in their world. It encourages children to ACT, THINK, and TALK like members of their own culture.  Helping children to like themselves just the way they are.

5 Why is Multicultural Education Important?  Multicultural Education  Encourages a true sense of self  The right to feel proud of themselves, to learn to be courageous, and to not feel like victims  Promotes healthy development  Acquire self-concept, build self-esteem, learn to make friends, become aware of family and community, ;earn to use words to express themselves  Prepares children for the future  Preparing children to live both in today’s very diverse country and global marketplace.  Prevents isolation  Excluding multicultural education from the early childhood curriculum is to risk isolating children from the rest of the world  Discourages denial and fear of differences  Not providing multicultural education encourages deial and teaches children a narrow view of the world.

6 Types of Multicultural Education  Human relations-This approach focuses on teaching children how to make and maintain good relationships with children of different ethnic groups. This approach also denies racial and cultural differences.  Goal: self-awareness, positive self-esteem, communication skills and social skills  Themes: I’m me and I’m special; let’s be friends; alike and different and living with others  Single group studies-this approach is based on the belief that knowing oneself is the beginning of understanding and accepting others. Popular at college level.  Goal: global awareness, appreciate other cultures, and learn about other cultures  Sample Units: Japan, Mexico, African American Week, it’s a small world  Multicultural education-It advocates that America is a tossed salad and the strength of our society comes from diversity.  Goal: Recognize and respect human similarities and differences and develop skills for living in a diverse society  Units: alike and different; clothes; foods; and families

7 Types of Multicultural Education  Anti-bias education-focuses on changing inequality and the sources of stereotypes. It prepares people to change the social structures that perpetuate injustice.  Goals: Foster self-identity; foster comfortable, empathetic interaction with diverse people; foster critical thinking about bias; stand up for oneself and others in the face of bias.  Themes: racial differences and racial biases; gender differences and gender biases; social class differences and class biases; disabilities and bias against people with disabilities; age differences and age biases; and sexual orientation and bias against gays and lesbians.  Culturally specific education-designed to meet the developmental and educational needs of children from a specific cultural group  Goal: Inspire student achievement; increase children’s cultural identity; maintain the community’s cultural integrity; provide children with cultural role models  Curriculum components: incorporate cultural values and beliefs into the daily life of the school; incorporate culturally based learning styles into teaching methods.


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