Multicultural Education in a Pluralistic Society (7 th Edition) Donna M. Gollnick Philip C. Chinn ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)

Chapter One Foundations of Multicultural Education ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)

Chapter One Beliefs that Support Multicultural Education ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.) Cultural differences have strength & value. Schools/curricula should be models for human rights, cultural differences, social justice & equality. Attitudes & values for a democratic society should be fostered. Schooling can provide the knowledge, skills, & dispositions. Educators can create an environment that is supportive of multiculturalism. Characteristics of a school that is multicultural (p. 7)

Reality  Students of color comprise more than one third of the school population.  Race & Sex of their teachers match neither the student population nor the general population.  84% of teachers are white & 75% female.  By 2020, students of color will represent nearly 50% of the elementary & secondary population.

Evolution of Multicultural Education ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  National Association for the Study of Negro Life and History (1915)—focused on the history & culture of African Americans.  Intercultural movement—supportive of diverse groups  Deficit/differences perspectives (1960s)—cultural differences were being described as deficits. Students of color/low-income whites described as culturally deprived, lacking cultural capital (advantages such as wealth & education).  Oppressed groups described as culturally different (1970s)  Civil Rights movement  Growth of ethnic studies

Three Schools of Thought ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Critical Pedagogy: focuses on the culture of everyday life & the interaction of class, race, & gender in contemporary power struggles.  Antiracist Education: Eliminating racist practices in schools such as tracking & inequitable funding.  Critical race theory: Focuses on racism in challenging racial oppression, racial inequities, and white privilege.

What is Multicultural Education? ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Multicultural education attempts to incorporate critical pedagogy, antiracist pedagogy, & critical race theory as different cultural groups are discussed.  Multicultural education supports & extends the concepts of culture, diversity, equality, social justice, & democracy in the school setting.  The goal is to affirm cultural differences while realizing that individual across cultures have many similarities.

Culture (Culturally determined norms guide our language, behavior, emotions, and thinking) ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.) Culture is the underground stream of norms, values, beliefs, traditions, and rituals that has built up over time as people work together, solve problems, and confront challenges.

Characteristics of Culture ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Culture is learned  Culture is shared  Culture is adaptation  A dynamic system that continuously changes.

Understanding Multicultural Education: An Understanding of Five Basic Concepts ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Culture— Culture is the underground stream of norms, values, beliefs, traditions, and rituals that has built up over time as people work together, solve problems, and confront challenges.  Cultural Identity —based on traits & values learned as part of our ethnicity, religion, gender, age, socioeconomic status, primary language, geographic region, place of residence, and abilities or exceptional conditions.  Pluralism —allows two or more distinct groups to function separately and equally without requiring any assimilation of into the other  Equality —all cultural groups have access to the same benefits of society regardless of their group membership  Social Justice —providing for those who are not as advantaged as others.

Relative Terms ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Ethnocentrism—the inability to view other cultures as equally viable as one’s own culture  Cultural Relativism—the attempt to see another culture as if you are a member of that culture  Cultural Borders—are often erected between groups, and crossing can be easy or difficult.  Dominant Culture—The culture which most powerfully influences language, government, legal system, schools, and many aspects of our lives.  Acculturation—The process of adopting the dominant group’s cultural patterns.  Assimilation—When a group’s distinctive cultural patterns either become part of the dominant culture or disappear as the group adopts the dominant culture.  Marginalization/alienation—Individuals that are not accepted by the dominant group & and do not feel a part of the culture.

Relative Terms ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Egalitarianism—the belief in social, political, and economic rights and privileges for all people—is espoused as a key principle on which democracy is based.  Individualism—The overpowering value of the dominant group, which is the belief that every individual is his or her own master of destiny.  Meritocracy—Based on the belief that an individual’s achievements are due to their own personal merits. Individual is valued over the group Stresses differences based on competition, IQ, achievement tests Emphasizes internal characteristics, such as motivation, intuition, and character.

Relative Terms ( Gollnick, D. M. & Chinn, P.C. (2006). (7 th Ed). Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall.)  Equality—Suggests fairness in the distribution of the conditions and goods that affect the well-being of all children and families.  Prejudice—Focuses on attitudes. Manifests itself in feelings of anger, fear, hatred, and distrust about members of a certain group.  Racism—The belief that one race has inherent superiority over all others & thereby has the right to dominance.  Discrimination—Focuses on behavior. Occurs at two levels: individual &institutional.