The Five Dimensions Of Multicultural Education - Content Integration - Knowledge Construction Process - Prejudice Reduction - Equity Pedagogy - Empowering School Culture and Social Structure SELF-TRANSFORMATION Teachers ought to do three things, and that they have to teach students to do these three things. And that is to know, to care and to act. That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.

1. Dimensions of Multicultural
Education

2. The
Five
Dimensions
Of
Multicultural
Education

3. Content Integration
 It deals with the extent to which teachers
use examples and content from a variety of
cultures and groups to illustrate key
concepts, generalization, and issues within
their subject area or discipline.

4. Knowledge Construction
Process
 It describes how teachers help students to
understand , investigate, and determine how
the biases, frames of reference, and
perspectives within a discipline influence
the ways in which knowledge is constructed
within it. Students also learn how to build
knowledge within their selves in this
dimension

5. “ Students should become
knowledge producers, not merely
the consumers”

6. Less
Teacher talk More student
talk

7. Teacher tells Students construct
knowledge with
teachers facilitating

8. Teacher
gives
meaning
Learner
makes
meaning

9. Prejudice Reduction
 Prejudice refers to the prejudgment
,making a decision before becoming aware
of the relevant facts of a case; unfavorable
judgment.
 “A feeling of favorable or unfavorable
toward a person or a thing prior to, or not
based on, actual experience.”
- Gordon Allport (1954)

10. Kinds of Prejudice
 Gender
 Social class
 Age
 Disability
 Religion
 Sexuality
 Race/ ethnicity
 Language
 Beliefs

11.  Prejudice Reduction _ it describes lessons
and activities used by teachers to help
students to develop positive attitudes
towards different racial, ethnic and cultural
groups.
 Gordon Allport (1954)
1. cooperative rather than competition (less
competition)
2. experience equal status
3. contact is sanctioned by teachers,
principals and parents

12. Equity Pedagogy
 It exists when teachers modify their
teaching ways that will facilitate the
academic achievement of students from
diverse racial, cultural, and social class
groups.
 Academic achievements can be attained
when cooperative teaching activities are
done.

13. “ can we all get along?”
- Rodney King
The teacher and the
student as a joint -learner.

14. Empowering School Culture
and Social Structure
 This dimension is created when the culture
and organization of the school are
transformed in ways that enable students
from diverse racial, ethnic, and gender
groups to experience equality and equal
status.

15.  The implementation of this dimension
requires the total environment of the school
to be reformed, including the attitudes ,
beliefs, and action of teachers and
administrators , the curriculum and course
of study, assessment and teaching
procedures , and styles and strategies be
used by the teachers.

16. Remember :
 Become familiar with your students culture.
 Have cross-cultural experience.
 Read multicultural literature.
 Put yourself in a different culture.
 Have friends from different racial group.

17. How do we maintain unity?
How do we educate students ,that we are NOT
ONLY respecting their culture, but as a whole?
How do we give the compassion that each
student is important to the process?

19.  Teachers ought to do three things, and that they have
to teach students to do these three things.
And that is to know, to care and to act.
 That is to say, in order to bring about reform and to
bring about this self-transformation, we need
knowledge. We cannot do it in ignorance. But
knowledge is not enough. We also have to care and
act.