Brief Overview of Key Concepts and Approaches to Multicultural Education

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Brief Overview of Key Concepts and Approaches to
Multicultural Education

• By
• Andrea Honigsfeld
• Fulbright Guest Lecturer, KHI
• Fall 2002

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How is diversity defined by NCATE?(National
Council of Accreditation for Teacher Education
www.ncate.org)

• Differences among groups of people and
  individuals based on ethnicity, race,
  socioeconomic status, gender, exceptionalities,
  language, religion, sexual orientation, and
  geographical area.

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What is Multicultural Education?
6 (The ultimate goal)
TO RESTRUCTURE SCHOOLS
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The underlying goal of multicultural education

• is to affect social change. The pathway toward
  this goal incorporates three strands of
  transformation
• the transformation of self
• the transformation of schools and
• schooling and
• the transformation of society
• (Gorski, 2000).

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Transformation of Schools

• Student-Centered Pedagogy
• Multicultural Curriculum
• Inclusive Educational Materials
• Supportive Class and School Climate
• Continual Evaluation and Assessment Procedures
• (Paul Gorski, 2000)

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The Dimensions of Multicultural Education
(Banks, 1994, 2001)
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Models of Multicultural Reform
Approaches to Multicultural Curriculum
Reform (Banks, 2001)
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Approaches to Multicultural Curriculum Reform
and Student Involvement(Based on Banks, 2001)
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Multicultural Education Typology(Burnett, G.,
1994, Varieties of multicultural education An
introduction, ERIC Digest 372146)
Socially oriented
Primary Emphasis
Content-oriented
Student- oriented
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Anti-bias Curriculum

• GOALS
• To enable every student to construct a
  knowledgeable and confident self-identity
• To develop a safe, just, and diverse interactive
  learning environment
• To foster critical thinking about bias and
  stereotyping
• To develop the knowledge and skills needed to
  stand up for oneself in the face of injustice

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Culturally Congruent Critical Pedagogy

• Allows students to express and show the
  importance of their own culture and identity
• Employs students personal experience, family
  culture, and diverse language expressions as
  important sources of learning and teaching
• Respects differences in perceiving, learning,
  understanding, and decision-making

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Resources

• Banks, J. A. (2001). An introduction to
  multicultural education (3rd ed.). Boston Allyn
  and Bacon.
• Bennett, C. I. (1999). Comprehensive
  multicultural education Theory and practice.
  Boston Allyn and Bacon.
• Cushner, K., McClelland, A., Safford, P.
  (2000). Human diversity in education (3rd ed.).
  Boston McGraw-Hill.
• Deshler, D., Schumaker, J., Graham, S., Harris,
  K. R. (Eds.) (1999). Teaching every adolescent
  every day Learning in diverse middle and high
  school classrooms. Brookline Books.
• Hernández, H. (2001). Multicultural education A
  teachers guide to linking context, process, and
  content (2nd ed.). Upper Saddle River, NJ
  Merrill.
• Manning, M. L., Baruth, L. G. (2000).
  Multicultural education of children and
  adolescents (3rd ed.). Boston Allyn and Bacon.
• Noel, J. (2000). Developing multicultural
  educators. New York Addison Wesley Longman.
• Richard-Amato, P. (1999). Making it happen
  Interactions in the second language classroom
  From theory to practice. Reading, MA Addison
  Wesley.
• Sapon-Shevin, M. (1999). Because we can change
  the world A practical guide to building
  cooperative, inclusive classroom communities.
  Boston Allyn and Bacon.

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Recommended Websites

• Multicultural Education (Companion website to
  Hernandez text)
• (http//www.prenhall.com/hernandez/ )
• What is Multiculturalism? (http//cc.usu.edu/grac
  eh/multi.htm)
• McGraw-Hill Multicultural Supersite
  (http//www.mhhe.com/socscience/education/multi/
  )
• Multicultural Pavilion (http//curry.edschool.virg
  inia.edu/go/multicultural/home.html