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Multi cultural education
- 1. Multicultural Education in Teaching By Michelle Fredrickson
- 2. Multicultural Education National Association of Multicultural Education definition: • Philosophical concept built on the ideals of freedom, justice, equality, equity and human dignity • Roles schools play in developing the attitudes and values • Values cultural differences • Challenge all forms of discrimination in schools
- 3. Beginning of Multicultural Education 22 million Immigrants between 1881 and WWI Aim to reduce intergroup tensions and increase academic achievement for all students.
- 4. Multicultural Leaders Educators Emerge: Rachel Davis Dubois Service Bureau for Intercultural Education Benjamin Franklin High School in Harlem
- 5. Levels of Culture Level 4 • Mental Context (not directly observable) • Knowledge, Beliefs, Values • Conditions • Historical, Physical, Geographical, Social, Political, Emotion Level 3 • Mental Activity Level • Intellectual Level 2 creativity needed to cope with level 1 Level 1 • Surface Levels (observable and most obvious) • Behaviors and Skills (Mushi, 2010)
- 6. Multicultural Education CHALLENGE: Cultivate opportunities where students experience themselves as unique individuals and part of an integrated global society
- 7. Teacher Cultural Competence Examine level of Cultural Competence Increase awareness, sensitivity, and responsiveness to diverse classrooms Plan and implement evolving activities
- 8. Intercultural Competence Beginner Awareness of Intercultural Competence Moderate Awareness of Intercultural Competence Sophisticated Multicultural Awareness in Teaching (Mushi, 2010)
- 9. Beginner Awareness Traits Culture related activities interfere with curriculum Isolated cultural understanding Applies stereotypes Cultures are separate entities Classroom Activity Examples Absence of cultural related activities Looking at pictures of a Chinese New Year Festival African child asked to recite “Kwanza Pillars” (Mushi, 2010)
- 10. Moderate Awareness Traits Cultural awareness that thinks beyond behavior and skills Each individual is part of a community Understand how community relates to school Classroom Activity Examples Practice greetings for different languages and explaining meaning Sing songs in a different language Drawing activities related to culture and community
- 11. Sophisticated Multicultural Awareness Traits Interact at local, national and international levels Assist learner in developing self as part of a community and global society Integrate global contexts into curriculum and subject matter Classroom Activity Examples Research, examine and discuss different plants and animals of the world by integrating different world perspectives Partner with a classroom in another part of the world that is studying a similar subject
- 12. Conclusion • Integration of education and culture • Raise awareness of cultural competence among teachers • Meaningful academic activities promote multicultural education
- 13. Resources Banks, C.A.M. (2005). Improving Multicultural Education: Lesson From the Intergroup Education Movement. New York: Teachers College Press. Banks, C.A.M. (2004). Intercultural and intergroup Education, 1929-1959:Linking Schools and Communities. San Francisco: Jossey-Bass. Delano-Oriarian, O &. Meidel, T. (2013). Critical Conversations: Developing White Teacher’s for Diverse Classrooms. Journal of Praxis in Multicultural Education, 7:1, 1-32. May, S. (1994). Making Multicultural Education Work. Great Britain: Longdunn Press. Mushi, S. (2004). Multicultural Competencies in Teaching: A Typology of Classroom Activities. Intercultural Education, 15:2, 180-194.
Notas del editor
- Today I want to start with the issue of multicultural/intercultural education. Today is geared toward k-12 education but can be applied to higher levels.
- Multicultural and intercultural Education are often interchanged. However Intercultural has more of an emphasis on interaction among cultures 1935 marks the beginning of the coined term intercultural education when the Commission on Intercultural Education was formed Change the structure of educational institutions so that male and female students, exceptional students, and students who are members of diverse, racial, ethnic, language, and cultural groups will have an equal chance to achieve academically in school. (Banks, 2005)
- Immigrants from southern and eastern Europe Make schools more responsive to students from diverse ethnic, religious, and cultural groups These leaders saw education as means to target social, economic and political inequities Organized efforts to improve human relations 1920’s Rachel Dubois initiated The Woodbury High Assembly Program in New Jersey. Dubois worked with parents, students and community member to create assemblies that fostered a deeper understanding of various cultural groups. An idea that new immigrants were inferior had evolved among some groups Dubois was a social activist dedicated to incorporate ethnic content into the Curriculum and connecting with local communities BFHS in Harlem originated as a spot for new immigrants to attend school. The principal Leonard Covello implemented in-serve intercultural training for teachers BFHS experienced success in the 1930’s and 1940’s but found it difficult to adjust with an influx of Puerto Rican and African American students in the last 40’s and ealt 50’s Covello retired in 1956, returned to Italy in 1972 and BFHS closed its doors in 1983
- Organized efforts to improve human relations 1920’s Rachel Dubois initiated The Woodbury High Assembly Program in New Jersey. Dubois worked with parents, students and community member to create assemblies that fostered a deeper understanding of various cultural groups. An idea that new immigrants were inferior had evolved among some groups Dubois was a social activist dedicated to incorporate ethnic content into the Curriculum and connecting with local communities BFHS in Harlem originated as a spot for new immigrants to attend school. The principal Leonard Covello implemented in-serve intercultural training for teachers BFHS experienced success in the 1930’s and 1940’s but found it difficult to adjust with an influx of Puerto Rican and African American students in the last 40’s and ealt 50’s Covello retired in 1956, returned to Italy in 1972 and BFHS closed its doors in 1983
- According to Mushi Culture implies a shared knowledge and beliefs systems Level of culture must involve all four layers
- Intercultural classroom activities can lead to intercultural competencies needed for effectively functioning in multicultural settings We will examine how a teachers’ competence can impact the classroom and individual competence Each teacher must self examine his/her own level of cultural competence As many of you will either work with faculty or teach at any level, it is important for us to reflect on how to make curriculum multicultural
- Beware that what works with one group of students or one generation might night work with another. This brings us back to BFHS and the need to evolve with changing demographics and generations. Curriculum and activities must evolve over time. There is not one plan that fits the needs of all students, classrooms and schools. It takes time and years to develop cultural competence in the classroom.