EDBE 3480ISSUES INMULTICULTURALISM AND BILINGUALISMWeek of Jan 24-26Dr. Romano

Announcements Texas NAME 10th Annual Spring Conference March 25-26, 2011

Location:  Eastfield Community College, Mesquite TX

Theme:  Empowering Multicultural Communities for Student Success:  Access, Equity, Partnerships

Pre-Conference Day: The Multicultural Curriculum Network Keynotes:

Friday:    Gaile Canella

Saturday:  Michael SorrellPresident,  Paul Quinn College

http://nameorg.org/

Chinese New Year- See www.dfwinternational.org Several events

Historical Background on ME Brown vs. Board of Education Civil Rights Movement (1965)

CSU, Monterrey Bay

U of Wisconsin-MUmass-Amherst U of Washington

University of Washington

James Banks (1979)-Father of MEFive Dimensions of ME ME- “educators should carefully define concepts such

as multiethnic and multicultural education and delineate the boundaries implied by these concepts” (p. 237).

Content integration, knowledge construction process, prejudice reduction, equity pedagogy, and empowering school culture and social structure (2004).

http://education.washington.edu/news/video/banks.html

http://www2.yk.psu.edu/~jlg18/506/multicultural-yes.pdf

Sonia Nieto (1992) Seven Characteristics of ME “multicultural education in a sociopolitical

context” addresses the context of communities, and the process of education, in terms of elasticity rather than as a fixed and static form (2008, p. 7).”

“antiracist, basic, important for all students, pervasive, education for social justice, a process and critical pedagogy” (Nieto & Bode, 2008, p. 44).

http://www.umass.edu/education/llc/faculty.html

Christine Sleeter and Carl Grant Cornerstone on the field of ME The goal of Teaching the Exceptional and

the Culturally Different, is to equip students with the academic skills, concepts, and values to function in American society's institutions and culture. (modifying instruction and curriculum, commonly called differentiated instruction.)

Sleeter and Grant Human relationships Single-Group Studies Self-reflexively dubbed multicultural education:

promotes a range of goals: the value of cultural diversity, human rights, respect for differences, alternative life choices, social justice, equal opportunity, and equitable distribution of power.

Education that is Multicultural and Social Reconstructionist, which describes a complete redesign of an educational program.

http://www.christinesleeter.org/ http://www.housing.wisc.edu/mlc/staff.PHP

Geneva Gay (2004) on ME “shifting contours of multicultural education” some

of the reasons for the developmental changes in its intention, implementation, and effectiveness (p. 193). She demonstrates how multicultural education has changed over time by discussing it as a relatively young field, stemming from the time of Brown v. Board of Education (1954), that has grown through developmental phases.

curriculum desegregation and equity pedagogy.

http://www.sjfc.edu/student-life/diversity/events/lectures.dot

Critics of ME (-)Excessive emphasis on race and ethnicity as

divisive (-)Accuse proponents of teaching to special interest

groups to disunite America (Schlesinger, 1998) (-)Teaching self-esteem at expense of academic rigor (+) Employs a range of strategies that aim for

rigorous academic achievement for all students (+) inclusion of the knowledge, experiences,

perspectives, and accomplishments of previously marginalized groups. This would be one of many approaches to ME

(+) asserts democratic American ideals by upholding the unalienable constitutional right for every student to be prepared for full participation in society.

Criticism for Teachers from the Experts

ME educators need to view at the sociopolitical context of individuals and institutions

Avoid- labeling students or compartmentalizing them

Understanding Culture and Identity Historically, in U.S. society and in many school

contexts, seen culture as static object, as a thing to have.

Culture is (should be understood and viewed as a) practice of living, learning, performing, negotiating, and translating multiple experiences for oneself and one's community.

Culture is ever changing- human identity, knowledge are not set or contained within boundaries.

Criticisms Sleeter and Bernal (2004) “Ironically, (given its historical roots), a good

deal of what occurs within the arena of multicultural education today does not address the power relations critically, particularly racism” (p. 240).

McLaren and Torres (1999) argue, “in general, discourses in the US that deal with multiculturalism deal very little with the concept of racism and focus instead on the politics and affirmation of difference” (p. 44).

Nieto, Bode, Raible, and Kang (2008) concur: “the political and transformative theories of multicultural education have often been neglected when translated into practice.

As a result, even though multicultural education has made an important contribution to schools and communities, few long-term institutional changes have taken root” (p. 178).

Gloria Ladson-Billings (2004) demands an examination of the intertwining of racialized identities with the political and economic history, and current social order of the United States. She notes a “new citizenship” being taken up by some people of color “who want to remake their world into a more just and equitable one” (p. 117). She sees the challenge for educators “to reveal and incite the power of democratic ideals for marginalized students in U.S. schools” (p. 122).

Challenges The challenge of translating multicultural

theory into practice and maintaining a critical, transformative focus is increased by the contemporary globalized social order that is exponentially changing the way in which many scholars and educators understand culture and identity.

Multicultural Education according to

Christine Bennett Professor Indiana University

Title: Professor of Social Studies and Multicultural EducationOffice: W. W. Wright Education Building, room 3250 Campus: BloomingtonYear of appointment: 1976

Academic Degrees Ph.D. University of Texas 1972 Social Science Education M.A.

Stanford University 1965 Social Studies Education B.A. Northwestern University 1964 Sociology Professional Experience

1994-Present Director, Research Institute on Teacher Education, Indiana University

Principles of Multicultural Education

Theory of Cultural Pluralism Ideas of social justice End of racism, sexism End other forms of oppression Affirmations of culture in the teaching and

learning process Visions of educational equity and

excellence

Ethical Foundations of ME Core Values

Acceptance and appreciation of cultural diversity

Respect for human dignity Universal human rights Responsibility to a world community Respect for the earth

Mapping Multicultural Education

SocialJustice

(Society)

MulticulturalTeaching

MulticulturalCompetence

(Teachers)

Curriculum Reform

(Content)

Equity Pedagogy

(Students)

Using the Map as a Guide to the Text

MulticulturalCurriculum

Goal FourTo combatracism, sexismand other formsof prejudice anddiscrimination

Goal ThreeTo strengtheninterculturalcompetence

Goal TwoTo strengthenculturalconsciousness

Core Values

Responsibility to a worldcommunity

Acceptance andappreciation of cultural diversity

Reverence forthe earth

Goal OneTo developmultiplehistoricalperspectives

Goal SixTo build socialaction skills

Goal FiveTo increaseawareness of thestate of the planetand globaldynamics

Respect forhuman dignityand universalhuman rights

Activities How multicultural education schools

differ from monocultural schools? Compare/Contrast Bennetts ME with

others view of ME Criticism to multicultural education:

What may be the agreement and disagreement arguments?

How multicultural education schools differ from monocultural schools?

Four Principles

of ME

Four Dimensions of ME

Fathers of ME

Bennetts- view of ME

How multicultural education schools differ from monocultural schools?

Equity educatio

n

Equality in

Education

How multicultural education schools differ from monocultural schools?

School segregatio

nSchool

integration

How multicultural education schools differ from monocultural schools?

Social Contact Theory

Resegregation in Schools

Criticism to multicultural education: What may be the agreement and disagreement arguments?

Arguments against

Arguments in favor

Bibliography BIBLIOGRAPHY American Anthropological Association. (1998, September). AAA statement on race. American Anthropologist, new series, 100(3), 712–713. Banks, J. A., (1979). Shaping the future of multicultural education. The Journal of Negro Education 48(Summer), 237–252. Banks, J. A. (1991). The dimensions of multicultural education. Multicultural Leader, 4, 5–6. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on

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Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 240–258). San Francisco: Jossey-Bass. Sleeter, C. E., & Grant, C. (1987). An analysis of multicultural research in the United States. Harvard Educational Review, 57(4), 421–445. Sleeter, C. E., & Grant, C. (2006). Making choices for multicultural education: Five approaches to race, class, and gender (5th ed.). Hoboken, NJ: Wiley. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, England: Cambridge University Press. Bode, P. (2009). Multicultural Education. Gale Group. Retrieved on January 23, 2010 from http://www.education.com/reference/article/multicultural-education/