Multicultural Edu (Complete Combined) Group

8/13/2019 Multicultural Edu (Complete Combined) Group

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MulticulturalEducation in

Tertiary LevelZarina Md. Yassin (MP101210)

Farah Adibah Ibrahim (MP111195)Zarina Idris (MP

Hazirah Hashim (MP111083)Siti Sofia binti Sarpari (MP 101527


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FOUNDATION OF EDUCATION 3

ISSUES AND CONCEPTS INMULTICULTURAL EDUCATION

Zarina Md. Yassin (MP101210)


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awareness, knowledge, andskillsTeacher multicultural awareness and/or knowledge wasoperationally defined as a measure of :

(a) specific teacher awareness of his/her own culturalbiases and awareness of the need for culturally distinctive

knowledge in teaching a diverse student population,(b) the culturally distinctive acquired knowledge concerningrecent multicultural research literature on culturally diversestudents, and

(c) those skills required to integrate cultural knowledge-base factors in the problem-solving process. They are alsodescribed as the teacher s application of his/her culturalknowledge to the problem-solving process. (Martinez,

2005)


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Demographic, social & economic

trends have important implicationsfor education (Banks & Banks,2001).

MC Education helps to decreaserace, ethnicity, class and genderdivisions by helping students

attain the knowledge, attitudesand skills needed to becomeactive citizens in a democratic

society and participate in social


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Introduction

Addressing diversity requirescreativity, extra effort, diligence, andcourage

Differences use as basis for growthand developmentNecessitates work, resolution,

openness, and understanding. Addressing in curriculum will create asuccessful multicultural classroom

(Najeemah, 2008)


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Shared national educational goals :To promote harmony in every part of the world

Concept built based on ideals of freedom, justice,equality, equity and human dignityUniversal Declaration of Human Rights by theUnited Nations

Preparing students for their responsibilities in aninterdependent worldTo develop correct attitudes and necessary valuesfor a democratic and harmonious society

Values cultural differences and affirms pluralismsreflected by students, communities and teachersReject any form of discrimination everywherethrough democratic principles of social justice


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Further objectives :-eliminate social prejudices and discrimination national education policy goal to fosternation building, inculcate and nurture nationalconsciousnessfostering common ideals, values, aspiration

and loyalties in order to mould national unityand national identity in a multi-ethnic societyInter-Group Contact Theory believes thatcontinuous interactions amongst the differentmembers of majority and minor groups willactually improve relationshipsgreater social tolerance and interactionthrough the promotion of this schooldesegregration


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MCCS Multicultural Categories/Themes Extracted From the PilotStudy ~ Martines (2005)

1. Conflicts between recently arrived adolescent immigrant student and their biologicalparents in host culture.

2. Conflicts of bilingual/bicultural student due to contrasting cultures of adopted parents and

biological parents.3. Educational prejudices/biases in foreign language learning from host culture students.

4. Cross cultural counseling needs of immigrant/bilingual-bicultural student.

5. Economic problems of adolescent immigrant students biological parents in host culture.

6. Psychological/emotional symptoms of adolescent immigrant students.

7. Vocational needs and stressors of adolescent immigrant students.

9. Racial/ethnic identity issues of adolescent immigrant student.

10. Reasons for immigration of adolescent immigrant student to host culture.

11. Cultural/ethnicity student information.

12. Educational background and current academic status in host culture.

13. First and second language acquisition of immigrant adolescent students.

14. Inappropriate criteria for assessing native language proficiency skills of adolescentimmigrant students.

15. Educational needs of adolescent immigrant student in host culture.

16. Differences in linguistic skills of bilingual/bicultural students from host culture andadolescent immigrant students.

17. Special Education and the adolescent immigrant student.

18. Inclusion programs and the special education bilingual/bicultural student.

19. Screening criteria for inclusion programs and the special education bilingual/bicultural


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Issues in Multicultural Education

shortcomings of traditional curricularframeworks, fundamental values of amulticultural curriculum, critiques of thetransformation

responding to critiques, similarity to Afrocentric curriculum and relatedresources for professional development

and support through the process mustbe addressed.


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Issues teaching perspectives which encompass issues,

biases, prejudices and assumptions carried intothe classroom must be constantly examined andcritiqued for refination process firsteducating approach must be critical towards the

current shortcomings of traditional curricularframeworks new curriculum transformation are necessary toreplace practices considered as the norm or the

other with one that provides a more complete andaccurate understanding of society, the world andthemselvescomprehensive and free from the current

Eurocentric perspectives (free from any currentbiases


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More issues. identify the fundamental values of a multicultural

curriculum such as accuracy, completeness andinclusion.read alternative sources and expand one sunderstanding beyond the traditional or Eurocentricsources on a particular subject

curriculum should encourage students to providecontext and perspectives on all subjects covered inschool

curriculum transformation must be viewed ascreating a greater creative and critical thinkingskills while equipping all students with a morecomplete and accurate understanding of societyand the world around them rather the traditionaluni-dimensional understanding


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Dimension in MulticulturalEducation

Prepared by:Farah Adibah Ibrahim (MP111195)


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Multicultural Education

Multicultural education is a vital pointespecially in Malaysia.

So in order to understand theunderlying definitions of multiculturaleducation, one must start with the

dimension of multicultural educationitself.


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Dimension in Multicultural Education

MulticulturalEducation

ContentIntegration

KnowledgeConstruction

An EquityPedagogy

PrejudiceReduction

Empowering

SchoolStructure


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Content Integration

...use examples and content from avariety of cultures in their teaching(Bank, 1997).

Teachers can used variety of materialsand tools to includes the experience oflearning of others cultural differences

as one of the main objective inteaching the subject.Example: Around the worlds in five

days


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Knowledge Constructions

Teachers need to help studentsunderstand, investigate, and determinehow the implicit cultural assumptions,frame of references, perspectives, andbiases within the discipline influence theways that knowledge is constructed(Bank, 1997).

Help the students undestand what arethe values that underlie knowledge. Howdo the historian or scientists constructknowledge?

It will helps students to become more


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Equity Pedagogy

An equity pedagogy exists whenteacher modify their teaching waysthat will facilitate the academic

achievement of students from diverseracial, cultural, gender, and social-class group (Banks, 1997).

It means that teachers changedmethods to enables students fromdiverse racial groups and bothgenders to achieve.


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Prejudice Reduction

This dimension focuses on thecharacteristics of students racialattitudes and how they can be modifiedby teaching methods and materials(Banks, 1997).Research indicates that adolescentsprejudice is very real, and that students

come to school or university withprejudiced towards different groups.So all educators must use methods tohelp students develop more positive

racial attitudes.


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Empowering School Culture

Grouping and labelling practices, sportparticipation, disproportionality inachievement, and interaction of the staffand the students across ethnic and racial

lines must be examined to create aschool culture that empowers studentsfrom diverse racial, ethnic and gendergroups (Banks, 1997).

Example:Now what does the school staff look likeracially? We can talk about equity all wewant to, but who are the teachers? Whoare the leaders? Are they diverse?


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Multicultural Curricula

Teachers aim is not develop a differentcurriculum for each group of thestudents.Rather, the curriculum should helpincrease students awareness andappreciation of the rich diversity inMalaysia culture.

In developing the curriculum, teachermust be sensitive to how the instructionalmaterials and strategies can be moreinclusive so that they reflect cultural

perspectives, or, voices .


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Multicultural Instructional Materialsand Strategies

Some guidelines for selecting multiculturalinstructional material:Books and other materials should accuratelypotray the perspectives, attitudes, andfeelings of ethnic groups.Fictional work should have strong ethniccharacters.Books should describe settings andexperiences with which all students canidentify and yet should accurately reflectethnic cultures and lifestyles.The protagonist in books with etnic themesshould have ethni characteristics but shouldface conflicts and problem universal to allcultures and groups.


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The illustrations in books should beaccurate, ethnically sensitive, and

technically well done.Ethnic material should not containracist concepts, cliches, phrases or

words.Factual materials should behistorically accurate.

Multiethnic resources and basaltextbooks should discuss major eventsand documents related to ethnic

history


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Perspective of Teaching

Prepared by:

Zarina Idris (MP1


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PERSPECTIVEON TEACHING

KEYCHARACTERISTICS

TEACHING EFFECTIVELY INTHE TRANSNATIONAL

CLASSROOM

SUGGETED STRATEGIES


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POLICY & PROCEDURALKNOWLEDGE

* Understanding of accreditinginstitutions policies and procedures

* Understanding of the local providerspolicies and procedure

DISCIPLINE KNOWLEDGE* Knowledge of the

discipline and relatedprofession

TEACHING SKILL* to evaluate feedback* Include local content* Flexibility* Adapt learning activities* Use different mode* Provide timely* Engage student for discussion

* Reflect* communicate

CULTURAL KNOWLEDGE* Understand local cultural

* how the teachers own culture effectsthe way they think, feel and act

* how culture affects how we interactwith others

* Understanding of social, cultural and

educational backgrounds of students

KEYCHARACTERISTICS


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BUILDING KNOWLEDGE TO BECOME EXPERT IN THEFIELD

Understanding of the local professional context. It also requires some understanding of cultural norms

and values and the influence these have on thosepracticing the profession in the local context.

Suggested strategies In corporate recent readings in the reading list for the course Get students to locate and review an article relevant to some aspect

of the course content in the local newspaper Read about and/ or conduct research in the local context

Build strong links with local professional organizations and industriesby organizing visits and meeting while you are in country Attend conferences in the local region in your discipline area Influencing professional practice in the discipline and related

industries


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MANAGING THE TRANSNATIONAL LEARNING

ENVIRONMENT

A unique challenge for teachers in the transnational classroom is thecapacity to make the material being taught interesting to studentsfrom a different cultural and educational background

Suggested strategies

Talk to other staff who have taught in the same location and swapeffective teaching and learning management strategies

Find out as much as you can about students before you meet them

from staff what you will do to help them students to introduce themselves to you as learners Allow a few minutes for students to write down questions


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INTERCULTURAL LEARNING IN THE TRANSNATIONALCLASSROOM

Develop their understandings of the languages and cultures of theirstudents influence their behavior and their learning

Suggested strategies

Require critical refection on and discussion of how personalattitudes and values are shaped and reflect cultural values.

Encourage investigation of how cultural values are reflected indiscipline-based knowledge and professional practices.

Encourage students to communicate, explore, explain, inquire and

negotiate meaning across cultures. Use wide variety of teaching and learning activities which have been

carefully selected and constructed for the transnational classroom,and encourage students to engage with the cultural foundations ofknowledge with each other and with you.


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GLOB L PERSPECTIVES ND

PED GOGIES TH T FOSTER

TR NSFORM TIVE LE RNING IN

MULTICULTUR L EDUC TION

COURSE

Prepared by :

Hazirah Binti HashimMP111083

B fit f th Gl b l


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Benefit of the GlobalPerspective of Multicultural

Education (Clark & Gorski, 2002) Multicultural educationincreases productivity

Multicultural education

increases creative problem-solving skillsMulticultural educationincreases positive relationships

Multicultural educationdecreases stereotyping andprejudice

Multicultural education renews

vitality of society


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Pedagogies that FosterTransformative Learning in a

Multicultural Education Course

Advantages :Participants expressed feeling a sense ofcommunity, comfort, and collegiality in thecourse.

The pre-post narratives helped the participantsdevelop a realistic perspective aboutthemselves, their culture and history, societyand education and schooling that had never

Dialogic relationships in alearning community

Writing Pre-Post NarrativeInquiries


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All participants expressed that their engagementin experiential activities such as Alpha-Bafacultural activity (Ukpokodu, 2002), race to thewall, privilege exercise, etc engendered deepthinking about themselves, society and theirpraxis.

Participants indicated that reading andinteracting with an array of course materialswhich required textbooks, articles and videomaterials, positively impacted their learningtransformation.

Engagement and Reflectionon Activities

Critical Textual Discourse


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The participants identified theirengagement in both classroom and onlinethreaded discussions as a powerful

medium that influenced their learningtransformation.

The participants perceived thehumanization of the teaching and learning

process as influencing their learningtransformation.

Engagement in Structuredand ThreadedDiscussions

Experiencing HumanizingPedagogy


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Conclusion

Pedagogies that foster transformativelearning in a multicultural education requiresthe educators to develop an understanding ofthe different learning styles students developfrom their own cultural upbringing.Educators will need to develop pedagogicalknowledge, skills, and dispositions that allowthem to adapt alternative teaching methodsor modify instructional strategies in culturallydiverse classrooms.Institution and classroom climates must alsobe changed so that academic success isachievable by students from all culturalgroups.


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Implication of MulticulturalEducation to Institutions

Siti Sofia binti Sarpari

MP 101527


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Implications

Demands a school staff that isculturally competent, and to thegreatest extent possible racially,

culturally, and linguistically diverseLecturer in multicultural setting mustbe open to their students and put forth

the effort needed to get to know theirstudents.


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Lecturer must be open to what thestudents are doing and find out whyand what they do.

Lecturer must understand the learningpatterns of the students who grew up

in a culture other than their own.


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In order to establish a respect forother cultures in the class, lecturermust move beyond "multicultural

moments

(Miller, 1997)

Increased lecturer and student

understanding of cultural differencesand acceptance of other right to bedifferent.


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Increased student ability to live andwork in a culturally diverse society

Decreases stereotyping and prejudicethrough direct contact and interactionsamong diverse individuals.


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Increases positive relationshipsthrough achievement of commongoals, respect, appreciation, and

commitment to equality among theintellectuals at institutions of highereducation.

Demands a school staff that isculturally competent, and to thegreatest extent possible racially,culturally, and linguistically diverse


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Thank You for Listening

Documents

Multicultural Edu (Complete Combined) Group