multicultural education by vangie, philip, jenny, and janelle university of arizona
TRANSCRIPT
![Page 1: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/1.jpg)
Multicultural Education
By Vangie, Philip, Jenny, and Janelle
University of Arizona
![Page 2: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/2.jpg)
Why do we need multicultural education? Jim Cummins (3) writes, “In many societies
throughout the world, students who experience the most persistent and severe educational difficulties tend to come from communities that, over generations, have been discriminated against and viewed as inherently inferior by the dominant societal group…
![Page 3: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/3.jpg)
Why do we need multicultural education? …Schools reflect the values and attitudes of the
broader society that supports them and so it is hardly surprising that in the United States students from African American, Latino/Latina, and Native American communities have experienced extensive devaluation of their cultures and languages within the school context.”
![Page 4: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/4.jpg)
What is multicultural education? Complex program Encourages critical thought Affirms student identity Develops cultural competence Highlights different perspectives Builds on student strengths Sets high expectations
![Page 5: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/5.jpg)
What are the goals of multicultural education? Educational equity Empowerment Cultural pluralism Intercultural/interethnic/ intergroup
understanding Freedom Expanded knowledge Informed and inquisitive multicultural
perspective
![Page 6: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/6.jpg)
What are some objections to multicultural education? Revisionist approach to history Emphasis on group achievement over
individual success Anti-assimilationist
![Page 7: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/7.jpg)
What are some criticisms of multicultural education?Poorly planned or incomplete programs… Essentialize different cultures Supplemental “tourist” curriculum Promote tolerance over transformation
![Page 8: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/8.jpg)
Tolerance vs. Transformation Prejudice is individual Facts and interaction will
help Multicultural education
only for minority students
Holidays and food “Other” cultures Appreciation, enjoyment,
and tolerance
Prejudice institutional as well as interpersonal
Racism means of control Anti-bias education for
all students Communities involved
with curriculum and everyday activities
Self-identity Empathy for others
![Page 9: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/9.jpg)
How can we apply multicultural education’s guiding principles?Systemic level Power, influence, and authority Connections with race/ethnicity Factors in decision-making Reforms to deep structure Teacher training and recruitment De-tracking
![Page 10: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/10.jpg)
What Native Schools and School leaders can do Educate teachers
on Native American history on community issues
Ensure ongoing support Matching white teachers with supportive &
knowledgeable tribal leaders Mentoring processes should be detailed and
rigorously implemented
Create a culture of safety
![Page 11: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/11.jpg)
Necessary components for success Deep support from local community Funding Leadership Thoughtful and open dialogue
![Page 12: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/12.jpg)
Culturally Appropriate Schools Increased relevance Need for balance Difficult to teach Native children when
teachers know little about the history, culture, and communities in which they teach
![Page 13: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/13.jpg)
Culture, Community, & Education Emphasize community, culture, and tradition Native beliefs and value systems Acculturation—blending traditional values &
principles with current & appropriate educational concepts, technologies and content
Applying what they learn in the classroom to the communities in which they live
Studies supporting culturally linked school programs
![Page 14: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/14.jpg)
How can we apply multicultural education’s guiding principles?
Practical level Curriculum Teaching strategies Materials
![Page 15: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/15.jpg)
Areas to Inventory Vision, planning, and school improvement Administrative leadership Parents and community School wide behavioral climate and policies Instructional practices Assessment Professional development Facilities Resources
![Page 16: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/16.jpg)
How can we develop a multicultural curriculum? Challenge the hidden curriculum Knowledge and experience of students Diversity and complexity Politics of possibility and hope Teach topics within context
![Page 17: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/17.jpg)
Culturally Appropriate Curriculum Experience world through culture Experience school through culturally
sensitive lens Cannot separate school culture from our
own culture
![Page 18: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/18.jpg)
How can we develop multicultural teaching strategies? Cooperative, active learning Variety of instructional methods Multiple perspectives Intercultural/bilingual education High expectations Integrated units Student and collective agency
![Page 19: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/19.jpg)
Lessons from the Maori Good teaching has a positive effect on the
psychological, socio-cultural, and sociolinguistic development of the student.
Rules of practice Practical principles Images
![Page 20: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/20.jpg)
What White Teachers can do to Strengthen Native Learning Find mentors Get educated Know and participate in the community Question personal knowledge of historical “facts” Create materials Expect measured success Push for training
![Page 21: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/21.jpg)
Classroom Environment: What we do know Most native children learn best when
hands-on, experiential teaching & learning approaches are used.
A positive relationship exists between students’ academic learning and their strong sense of cultural identity.
Informal and flexible learning environments
![Page 22: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/22.jpg)
How can we best use materials for multicultural education? Check all materials for bias Variety of materials Variety of sources Teacher, student, or community-created
materials Explicitly discuss differences
![Page 23: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/23.jpg)
Difficulties of Implementation Mismatch between NCLB programs and
the research base on Native American learning
![Page 24: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/24.jpg)
Conclusion The benefits of establishing multicultural education can
be great; as described by Manu’atu (p. 9), “The learning environment becomes familiar to all the participants. Using [students’] ways of communicating and representing the world means establishing a situation that enables meaningful communication between the student and the context, the text, the tutor and the student, the student and the other students, the students and parents. Besides, including the [students’] personal lived experiences in the educative process brings forth their apprehension of subject-content under study.”
![Page 25: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/25.jpg)
Sources Airini (1998). What Is Good Teaching? Lessons from Maori
Pedagogy. ERIC Document Number ED427917. Cummins, Jim. Negotiating identities: Education for empowerment
in a diverse society. Ontario: California Association for Bilingual Education, 1996.
Davidman, Leonard; Davidman, Patricia. Teaching with a multicultural perspective: A practical guide. New York: Longman Publishers, 1997.
Lee, Enid; Menkart, Deborah; Okazawa-Rey, Margo, eds. Beyond Heroes and Holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, D.C.: Network of Educators on the Americas, 1998.
![Page 26: Multicultural Education By Vangie, Philip, Jenny, and Janelle University of Arizona](https://reader030.vdocument.in/reader030/viewer/2022032517/56649caf5503460f94972fb6/html5/thumbnails/26.jpg)
Sources Learn-Ed Nations Inventory, A Tool for Improving Schools with
American Indian and Alaska Native Students published by the Northwest Regional Educational Laboratory, 2002.
Manu'atu, Linita; Kepa, Mere (2001). A Critical Theory to Teaching English to Speakers of Other Languages (TESOL): The Promising Focus for Indigenous Perspectives. ERIC Document Number ED465273.
Starnes, B. (2006). What we don’t know can hurt them: White teachers, Indian children. Phi Delta Kappan, 87, 384-392.
Yazzie, Tarajean (1999). Culturally Appropriate Curriculum: A Research Based Rationale. ERIC Document Number ED427906.