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An Introduction to An Introduction to Multicultural EducationMulticultural Education
James BanksJames Banks
20022002
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
Five Dimensions:Five Dimensions:
Content integrationContent integration The knowledge construction processThe knowledge construction process Prejudice reductionPrejudice reduction An equity pedagogyAn equity pedagogy An empowering school culture and An empowering school culture and
social structuresocial structure
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
Content IntegrationContent Integration
The extent to which teachers use The extent to which teachers use examples and content from a examples and content from a variety of cultures and groups to variety of cultures and groups to illustrate key concepts, principles, illustrate key concepts, principles, generalizations, and theories in generalizations, and theories in their subject area or discipline.their subject area or discipline.
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
The Knowledge Construction ProcessThe Knowledge Construction Process
The extent to which teachers help The extent to which teachers help students to understand, investigate, and students to understand, investigate, and determine how the implicit cultural determine how the implicit cultural perspectives, and biases within a perspectives, and biases within a discipline influence the ways in which discipline influence the ways in which knowledge is constructed within it.knowledge is constructed within it.
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
Prejudice ReductionPrejudice Reduction
The characteristics of students’ The characteristics of students’ racial attitudes and how they can be racial attitudes and how they can be modified by teaching methods and modified by teaching methods and materials.materials.
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
An Equity PedagogyAn Equity Pedagogy
Teachers modify their teaching in Teachers modify their teaching in ways that will facilitate the ways that will facilitate the academic achievement of students academic achievement of students from diverse racial, cultural, and from diverse racial, cultural, and social-class groups. social-class groups.
Dimensions and Dimensions and School CharacteristicsSchool Characteristics
AAn Empowering School Culture and Social n Empowering School Culture and Social StructureStructure
A school culture that empowers A school culture that empowers students from diverse racial, ethnic, students from diverse racial, ethnic, and cultural groups.and cultural groups.
Eight Characteristics of a the Eight Characteristics of a the Multicultural SchoolMulticultural School
1.1. Attitudes, perceptions, and beliefs, and Attitudes, perceptions, and beliefs, and actions of the school staffactions of the school staff
2.2. Formalized curriculum and course of Formalized curriculum and course of studystudy
3.3. Learning, teaching, and cultural styles Learning, teaching, and cultural styles favored by the schoolfavored by the school
4.4. Languages and dialects of the schoolLanguages and dialects of the school
Eight Characteristics of a the Eight Characteristics of a the Multicultural SchoolMulticultural School
5.5. Instructional materialsInstructional materials
6.6. Assessment and testing proceduresAssessment and testing procedures
7.7. The school culture and the hidden The school culture and the hidden curriculumcurriculum
8.8. The counseling programThe counseling program
Curriculum TransformationCurriculum Transformation
Students and teachers make Students and teachers make paradigm shifts and view the paradigm shifts and view the American and world experience from American and world experience from the perspectives of different racial, the perspectives of different racial, ethnic, cultural, and gender groups.ethnic, cultural, and gender groups.
Curriculum TransformationCurriculum Transformation Goal of multicultural education:Goal of multicultural education:
1.1. To increase educational equality for both To increase educational equality for both gender groups, for students from diverse gender groups, for students from diverse ethnic and cultural groups, and for ethnic and cultural groups, and for exceptional students andexceptional students and
2. To develop the knowledge, skills, and 2. To develop the knowledge, skills, and attitudes needed to survive and function attitudes needed to survive and function effectively in a diverse global worldeffectively in a diverse global world
3.3. To develop cross-cultural competenciesTo develop cross-cultural competencies
Curriculum TransformationCurriculum Transformation
Transformation of assumptions, beliefs, Transformation of assumptions, beliefs, and structures, within schools regardingand structures, within schools regarding
1.1. How students learnHow students learn
2.2. Human abilitiesHuman abilities
3.3. The nature of knowledgeThe nature of knowledge
Curriculum TransformationCurriculum Transformation
Four levels of a transformed curriculum;Four levels of a transformed curriculum;
1.1. The contributions approachThe contributions approach
2.2. The additive approachThe additive approach
3.3. The transformation approachThe transformation approach
4.4. The social action approachThe social action approach
Curriculum TransformationCurriculum Transformation
The contributions approachThe contributions approach
Focuses on holidays, heroes, and Focuses on holidays, heroes, and discrete cultural elementsdiscrete cultural elements
Curriculum TransformationCurriculum Transformation
The additive approachThe additive approach
Content, concepts, themes, and Content, concepts, themes, and perspectives are added to the perspectives are added to the curriculum without changing its curriculum without changing its structurestructure
Curriculum TransformationCurriculum Transformation
The transformation approachThe transformation approach
The structure of the curriculum is The structure of the curriculum is changed to enable students to view changed to enable students to view concepts, issues, events, and concepts, issues, events, and themes from the perspective of themes from the perspective of diverse ethnic and cultural groups.diverse ethnic and cultural groups.
Curriculum TransformationCurriculum Transformation
The social action approachThe social action approach
Students make decisions on Students make decisions on important social issues and take important social issues and take actions to help solve them.actions to help solve them.
Curriculum TransformationCurriculum Transformation
Curriculum transformationCurriculum transformation
teaches students teaches students
to know, to know,
to care, and to care, and
to act!to act!