Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What is Multicultural Education in Higher Education? A Scholarly Response to Cultural Pluralism in the Academy

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Views on Multicultural Education Historical Affirmative Action Assimilationist Human Relations Social Justice Transformative

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What is Multicultural Education? An approach to teaching and learning that is based upon democratic values and benefits Affirms cultural pluralism within culturally diverse societies in an interdependent world. It argues that the primary goal of public education is to foster intellectual, social, and personal development of all student to their highest potential. (Bennett, 2003)

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 A Conceptual Framework for Multicultural Teaching Bennett’s 12 Genres Bennett (2001) Genres of Research on Multicultural Education. Review of Education Research 71, (2) pp

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres Conceptual Framework Illustrates the complex multidisciplinary roots of multicultural education. The primary objective is to provide educational researchers and teacher educators with a lens as they design new (or rethink existing) inquiry and teacher preparation programs in the meta- disciplinary field of multicultural education. The framework also invites a rethinking of the genres as it relates to underscore hopeful possibilities for practice.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres of Multicultural Education Multicultural Education

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres of Multicultural Education Multicultural Education Curriculum Reform Curriculum Theory Detecting Bias in Texts, Media, and Educational Materials Historical Inquiry

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres of Multicultural Education Multicultural Education Curriculum Reform Curriculum Theory Detecting Bias in Texts, Media, and Educational Materials Historical Inquiry Teaching Toward Social Justice Social Action Demographics Culture and Race in Popular Culture

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres of Multicultural Education Multicultural Education Curriculum Reform Curriculum Theory Detecting Bias in Texts, Media, and Educational Materials Historical Inquiry Teaching Toward Social Justice Social Action Demographics Culture and Race in Popular Culture Equity Pedagogy School and Classroom Climates Cultural Styles in Teaching and Learning Student Achievement

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Genres of Multicultural Education Multicultural Education Curriculum Reform Curriculum Theory Detecting Bias in Texts, Media, and Educational Materials Historical Inquiry Teaching Toward Social Justice Social Action Demographics Culture and Race in Popular Culture Equity Pedagogy School and Classroom Climates Cultural Styles in Teaching and Learning Student Achievement Multicultural Competence Ethnic Identity Prejudice Reduction Ethnic Group Culture

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What is Inclusive Pedagogy? Advocates teaching practices that embrace the whole student in the learning process (Adams, 1992, Banks, 1991, Darder, 1996, Giroux & McLaren, 1996, hooks, 1994). Students enter the classroom as personal, political, and intellectual beings (Reyes, Smith, Yazzi, Hussein, &Tuitt, 2001).

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Consequences of Inclusive Pedagogy Zimmerman (1991) found inclusive pedagogy increases opportunities for student interaction during the learning process and a sense of community in the classroom. Baker (1998) advocated for 3 components: 1) the synthesis of faculty-student relationships; 2) issues of instructional design and 3) understanding perceptual barriers.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Characteristics of Inclusive Pedagogy Faculty-Student Social Interaction (Baker,1998) Sharing Power (hooks, 1994) Dialogical Professor- Student Interaction Activation of Student Voice (Burbules and Rice, 1993, Young, 1996) Utilization of Personal Narratives

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Instructional Design Issues Student Centered Collaboration Cultural Fit Awareness of Different Learning Styles Fluid and Reflective Practice

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What Will a Course Look Like After Multicultural Change? Kitano’s Model for Course and Syllabus Change Morey, A.I & Kitano, M.K. (1997). Multicultural Course Transformation in Higher Education : A Broader Truth. Boston: Allyn & Bacon

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What do we hope to achieve for a particular course? Support diverse students’ acquisition of traditional subject matter knowledge and skills. Help students acquire a more accurate or comprehensive knowledge of subject matter. Encourage student to accept themselves and others.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What do we hope to achieve for a particular course? Understand the history, traditions, and perspectives of specific groups. Help students value diversity and equity. Equip all students to work actively towards a more democratic society.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Kitano’s Levels of Change Nature of the Course ExclusiveInclusiveTransformed

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Kitano’s 4 Elements for Multicultural Course Transformation Assessment Classroom Dynamics Content Instructional Strategies

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 CONTENT To identify the levels of multicultural course transformation within the course content, review Kitano’s paradigm.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Exclusive Authors and readings confirms stereotypes

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusive Authors and readings confirms stereotypes Include alternative voices and analysis of historical exclusion of alternative perspectives

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusiveTransformed Authors and readings confirms stereotypes Include alternative voices and analysis of historical exclusion of alternative perspectives Paradigm shift in presenting content from a nondominant perspective

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Content Example Exclusive Only author discussed with a disability is written from a bitter perspective

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Content Example ExclusiveInclusive Only author discussed with a disability is written from a bitter perspective Using With the Power of Each Breath: A Disabled Women’s Anthology and a discussion of what “woman” means

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Content Example ExclusiveInclusiveTransformed Only author discussed with a disability is written from a bitter perspective Using With the Power of Each Breath: A Disabled Women’s Anthology and a discussion of what “woman” means Dialogue on disability with attention to language such as “handicap” and “identity vs. social ramifications”

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Instructional Strategies and Activities Kitano’s levels of multicultural course transformation within the instruction.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Exclusive Mainly lecture, question-answer discussion, instructor is the expert

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusive Mainly lecture, question-answer discussion, instructor is the expert Instructor is still the expert but students are: Building critical thinking skills Engaged in peer learning

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusiveTransformed Mainly lecture, question-answer discussion, instructor is the expert Instructor is still the expert but students are: Building critical thinking skills Engaged in peer learning Students and instructor learn from each other Analysis of concepts against personal experiences Issues-oriented approaches

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Instructional Example Exclusive Instructor asks students to write down five questions/ concerns related to the economics assignment; instructor answers them

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Instructional Example ExclusiveInclusive Instructor asks students to write down five questions/ concerns related to the economics assignment; instructor answers them Instructor still answers most of the answers, but students: Participate in economic case studies Share their answers with peers

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Instructional Example ExclusiveInclusiveTransformed Instructor asks students to write down five questions/ concerns related to the economics assignment; instructor answers them Instructor still answers most of the answers, but students: Participate in economic case studies Share their answers with peers Faculty and students research specific issues that are critical to results: Gender Ethnicity Economic status

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Assessment of Student Knowledge Kitano’s levels of multicultural course transformation within the assessment.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Exclusive Primarily exams and papers

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusive Primarily exams and papers Some alternatives to student exams, student choice

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusiveTransformed Primarily exams and papers Some alternatives to student exams, student choice Action-oriented projects, self- assessment, and reflection on course

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Assessment Example Exclusive Women’s studies professor gives essay exams only

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Assessment Example ExclusiveInclusive Women’s studies professor gives essay exams only Posing open-ended multi-dimensional questions to students about the content of course and the pre- conceived notions about content

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Assessment Example ExclusiveInclusiveTransformed Women’s studies professor gives essay exams only Posing open-ended multi-dimensional questions to students about the content of course and the pre- conceived notions about content Evaluate syllabus throughout semester Reflective writing on impact of readings Faculty shares his or her fears about being an outsider in the course

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Classroom Dynamics Kitano’s levels of multicultural course transformation within the classroom dynamics.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Exclusive Content-focused Avoidance of social issues No monitoring of student participation

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusive Content-focused Avoidance of social issues No monitoring of student participation Social issues included but not discussed from a critical perspective. Monitoring and ensuring student participation.

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 ExclusiveInclusiveTransformed Content-focused Avoidance of social issues No monitoring of student participation Social issues included but not discussed from a critical perspective. Monitoring and ensuring student participation. Challenging biased views Respecting rules established by group process Equitable participation

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Classroom Dynamics Example Exclusive Faculty view silence as an indicator of comprehension and compliance

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Classroom Dynamics Example ExclusiveInclusive Faculty view silence as an indicator of comprehension and compliance Faculty establishes ground rules for discussions Students debate gender issues in small groups

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Classroom Dynamics Example ExclusiveInclusiveTransformed Faculty view silence as an indicator of comprehension and compliance Faculty establishes ground rules for discussions Students debate gender issues in small groups Faculty ensure equity and peace by: engaging in one-on one conversations calling for order when voices are raised monitoring who spoke next rather than overall dialogue using specific readings that deal with issues

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 Reflect on the Nature of Your Teaching Content Teaching Strategies and Activities Assessment Classroom Dynamics