© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter SECTION 4 The Challenge of Diversity To American Institutions

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Pluralism in Schools: The Promise of Multicultural Education Section 4 Chapter 13 Understanding Human Differences Multicultural Education for a Diverse America 3rd Edition By Kent L. Koppelman This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a networkAny public performance or display, including transmission of any image over a network Preparation of any derivative work, including the extraction, in whole or in part, of any imagesPreparation of any derivative work, including the extraction, in whole or in part, of any images Any rental, lease, or lending of the programAny rental, lease, or lending of the program

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Defining Multicultural Education Multicultural Education is often confused with other forms of education addressing diversity: Multiethnic Education Global (or international) Education

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What does it mean for education to be called MULTICULTURAL Must include information on various groups within a multicultural society that are identified by differences such as: RaceEthnicity GenderSexual Orientation ReligionSocial Class Disability

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What is an appropriate definition for MULTICULTURAL EDUCATION An educational REFORM that: challenges and rejects racism and discriminationchallenges and rejects racism and discrimination Accepts and affirms pluralism and the diverse groups reflected in students teachers and the communityAccepts and affirms pluralism and the diverse groups reflected in students teachers and the community Promotes democratic principles of social justicePromotes democratic principles of social justice Source: Nieto, 2004

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter ESSENTIALISM Traditional Assumptions in American Education Purpose of the schoolPurpose of the school Transmit knowledge and values Role of the teacherRole of the teacher Transmitter/role model LearningLearning Acquiring knowledge and values

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What body of KNOWLEDGE have essentialists identified Four DISCIPLINES containing knowledge essential for every student: Social studies Social studies Science Science Mathematics Mathematics English language/literature English language/literature

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What essential human VALUES do schools teach Essentialists emphasize values in Myrdal’s American Creed and middle class values: Honesty Honesty Hard work Hard work Competitiveness Competitiveness Efficiency Efficiency

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter How do essentialists define or describe LEARNING Learning is described as the acquisition of knowledge: The student absorbs knowledge as a sponge absorbs water

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Why are students not learning in essentialist schools Explosion of knowledge has made it more difficult to determine what is essential for students to learnExplosion of knowledge has made it more difficult to determine what is essential for students to learn Students learning at different rates makes group teaching difficult (ability grouping has not been effective)Students learning at different rates makes group teaching difficult (ability grouping has not been effective) Studies report that students retain as little as 20% of what they have learnedStudies report that students retain as little as 20% of what they have learned

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Assumptions of MULTICULTURAL EDUCATION with regard to: Curriculum Curriculum Learning Learning Teaching Teaching

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What assumptions do multicultural educators make about curriculum Multicultural curriculum must be inclusive of diverse groupsMulticultural curriculum must be inclusive of diverse groups emphasize conceptual learning as opposed to memorizing factsemphasize conceptual learning as opposed to memorizing facts

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Why is it necessary to take a CONCEPTUAL approach to curriculum The knowledge explosion has made memorizing factual knowledge inefficientThe knowledge explosion has made memorizing factual knowledge inefficient Students need to know how to gather information from diverse disciplinesStudents need to know how to gather information from diverse disciplines Students need to understand and articulate broader themes and conceptsStudents need to understand and articulate broader themes and concepts

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What is the HIDDEN CURRICULUM Refers to indirect means by which students are taught the NORMS and VALUES of their society how information is presented in textbookshow information is presented in textbooks what images are displayed in classroomswhat images are displayed in classrooms school rulesschool rules Source: Pai and Adler (1997)

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter How have schools IMPLEMENTED multicultural curriculum CONTRIBUTIONS: emphasizes heroes, holidays, and cultureCONTRIBUTIONS: emphasizes heroes, holidays, and culture ADDITIVE: adds content, concepts, themes, and diverse perspectives to existing curriculum without changing its structureADDITIVE: adds content, concepts, themes, and diverse perspectives to existing curriculum without changing its structure TRANSFORMATION: changes curriculum structure so students learn concepts, issues, events, and themes from diverse perspectivesTRANSFORMATION: changes curriculum structure so students learn concepts, issues, events, and themes from diverse perspectives SOCIAL ACTION: students study about social issues and take actions to address themSOCIAL ACTION: students study about social issues and take actions to address them Source: Banks, 1999

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter How do multicultural educators describe LEARNING Learning is a process of meaning making as learners organize ideas ideas information information experiences experiences to make sense of them to make sense of them

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter In what different ways do individuals learn Gardner’s theory describes eight multiple intelligences that represent different kinds of learning abilities: LinguisticMusical SpatialNaturist InterpersonalIntrapersonal Logical/mathematicalBodily/kinesthetic Source: Gardner, 1999

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Why is self-confidence necessary for learning Studies report that students must believe that they have the ABILITY to LEARN in order to be successful in a learning activity

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What must teachers do to implement a multicultural education approach FIVE APPROCHES for implementing multicultural education: 1. Teaching the Exceptional and Culturally Different a remedial approacha remedial approach incorporates student experiences into the learningincorporates student experiences into the learning

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Human Relations maintain traditional educational assumptions but emphasizes developing self-esteemdeveloping self-esteem reducing prejudicereducing prejudice promoting acceptance of differencespromoting acceptance of differences 3. Single Group Studies provide information on one groupprovide information on one group examine structural inequalities affecting the groupexamine structural inequalities affecting the group encourage students to work for social changeencourage students to work for social change

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Multicultural Education promotes respect for human differences and the need to provide people from diverse groups Equal opportunityEqual opportunity Power equity in societyPower equity in society 5. Education that is Multicultural and Social Reconstructionist Promotes cultural pluralismPromotes cultural pluralism Prepares students to be active participants in a democratic society by understanding structural inequalities and promoting equal opportunityPrepares students to be active participants in a democratic society by understanding structural inequalities and promoting equal opportunity Source: Sleeter & Grant, 1999

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What does it mean to implement DEMOCRATIC practices in schools Students and teachers work together to create learning environments responsive to student questionsquestions interestsinterests issuesissues aspirationsaspirations

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What specific instructional STRATEGIES are recommended for teachers Implement a CRITICAL PEDAGOGY where students analyze perspectives to understand and act on inconsistencies Recommended strategies are process oriented approaches such as: Role playingSimulations Learning centersCooperative learning Service learningAction research

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter How can multicultural education help to reduce student PREJUDICE Studies report prejudice reduction has been achieved, especially when cognitive learning is the primary objective of an activity Cooperative learning has been especially successful in reducing student prejudices and promoting intergroup relations

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter How does Culturally Responsive Teaching address the goals of Multicultural Education Committed to improving academic achievement for ALL students Changes practices that marginalize students Rejects sorting students into tracks

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What is Culturally Responsive Teaching Teachers make educational activities more effective for student learning by applying their knowledge of student cultures prior experiences performance styles Teachers perceive students differences as assets

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Why is Culturally Responsive Teaching a challenge Schools are still racially segregated and student population is getting more diverseSchools are still racially segregated and student population is getting more diverse Majority of teachers continue to be white and have little personal experience with diversityMajority of teachers continue to be white and have little personal experience with diversity

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What are some characteristics of a Culturally Responsive TEACHER Recognizes that the ways people perceive, interact, and learn are influenced by race/ethnicity, social class, and languageRecognizes that the ways people perceive, interact, and learn are influenced by race/ethnicity, social class, and language Has a positive perspective on students and their families from diverse backgroundsHas a positive perspective on students and their families from diverse backgrounds Has high expectations for ALL studentsHas high expectations for ALL students

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter What are some strategies for Culturally Responsive Teaching Learn about and value diverse cultures of students and their families Learn about and value diverse cultures of students and their families Bridge cultural differences through effective communication Bridge cultural differences through effective communication Promote student engagement Promote student engagement Use cultural strategies (e.g., assign projects related to the students communities) Use cultural strategies (e.g., assign projects related to the students communities) Reshape the curriculum to reflect diversity Reshape the curriculum to reflect diversity

© 2011 Pearson Education, Inc © 2011 Pearson Education, Inc Understanding Human Differences 3rd Edition - Koppelman Chapter Is multicultural education too IDEALISTIC Multicultural education is a pragmatic response to addressing the needs of increasingly diverse students It is promoted by educational organizations, agencies, and accrediting institutions that prepare prospective teachers