Lecture 6 culture and diversity 6
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This document discusses multiculturalism and diversity in education. It defines key concepts like multiculturalism, defines traditional approaches to incorporating multiculturalism in the curriculum, and discusses the importance of multiculturalism. It also provides examples of how to create a multicultural environment in the classroom, including using diverse representations in materials and lessons, and addressing different learning styles. The overall message is that multiculturalism should be an integral part of the classroom and curriculum.
Lecture 6 culture and diversity 6
- 1. MULTICULTURALISM and DIVERSITY in EDUCATION
- 3. MY PERCEPTUAL LENS What do you see?
- 4. MY PERCEPTUAL LENS What do you see?
- 5. MY PERCEPTUAL LENS A Quick Quiz: 1. YOU ARE A PARTICIPANT IN A RACE. YOU OVERTAKE THE SECOND PERSON. WHAT POSITION ARE YOU IN?2. IF YOU OVERTAKE THE LAST PERSON, THEN YOU ARE IN WHAT POSITION? 3. MARY'S FATHER HAS FIVE DAUGHTERS. THE NAMES ARE NANA, NENE, NINI, NONO, AND ________ . WHAT IS THE NAME OF THE FIFTH DAUGHTER?
- 6. MY PERCEPTUAL LENS What is this?
- 7. MY PERCEPTUAL LENS What is this?
- 8. PEOPLE ALWAYS RESIST CHANGE. WHAT PREVENTS THEM FROM SEEING, ACCEPTING & UNDERSTANDING NEW AND/OR DIFFERENT IDEAS? Why?
- 9. DIRECTIONS DON’T READ THE WORDS, SAY THE COLORS QUICKLY IN WHICH THEY ARE PRINTED.
- 11. Although we see both the color and the meaning of each word, experience has taught us to pay more attention to the meaning. James R. Stroop called this the “interference effect.”
- 12. WHAT IS MULTICULTURALISM? “the preservation of different cultures / cultural identities within a unified society” “several different cultures coexist peacefully and equitably” “relating to the social or educational theory that encourages interest in many cultures within a society rather than in only one mainstream culture”
- 13. MULTICULTURALISM İN EDUCATION Schools serve a society which is rich in ethnic, racial and cultural diversity. …The public schools, therefore, have a responsibility for developing in all students an understanding, tolerance, respect and appreciation for the variety of cultural attributes and behaviours.
- 14. TRADITIONAL APPROACHES TO MULTICULTURALISM IN THE CURRICULUM AND CLASSROOM 1) Centered on Dominant Culture: a context where a dominant culture’s beliefs and behaviors are mainly depicted 2) Color Denial: belief that all students are treated equally regardless of race 3) Tourist Multicultural: teaching children of other cultures only during brief episodes during school year (Sparks, 2005)
- 15. THE IMPORTANCE OF MULTICULTURALISM Some Ideas: - Learn about diverse perspectives of the world - Learning about one another, the histories and contributions of diverse groups - Aware of other cultures around you. - Be tolerant, non-discriminatory of each other - Recognizing diversity in your own classroom - Democratic values, such as equality that foster cultural pluralism - Experiences at home play a significant role in how students learn at school
- 16. MULTICULTURALISM & CHOICE THEORY Ethnic identity development is psychologically liberating and empowering Identity clarification is a critical variable - a fundamental aspect - of human development Referring to the Language simulation, how do you think choice theory relates? Power, Love & Belonging, Freedom, Fun and survival
- 17. MULTICULTURALISM IN THE CLASSROOM The focus for our presentation is on the transformative or integrative concept of multiculturalism. “How to incorporate multiculturalism as a fluid element in the classroom.”
- 18. MULTICULTURALISM IN SCHOOL SUBJECTS An Activity… 1) Do you think that multiculturalism is present in your subject, and how? 2) Suggest some practical ways in which you could incorporate multiculturalism into your subject?
- 19. MULTICULTURALISM IN SCHOOL SUBJECTS Rank the subjects from 1-6 (1 being most multicultural elements, 6 being least) What did you notice about the subjects by looking at the posters? Multiculturalism is a framework to all subjects. The teacher has to make it a ‘transformative’ element in the subjects
- 20. MULTICULTURAL ENVIRONMENT IN THE CLASSROOM Children need to feel included and accepted Necessary to provide variety within a structured environment that helps optimal learning for all students Use different learning strategies that addresses the various learning styles of students in the classroom
- 21. MULTICULTURAL ENVIRONMENT IN THE CLASSROOM Classroom posters, pictures, books, music, toys, dolls that are diverse in ethnicity, gender, age, abilities an race Our own examples
- 22. MULTICULTURALISM IN THE CLASSROOM A Conclusion: Example lessons and ideas Final Message: Multiculturalism should be an important integrative part of the classroom and curriculum.
- 23. What is multicultural education?
- 24. MULTICULTURAL EDUCATION (DEFINED) A progressive approach for transforming education that holistically critiques and addresses current shortcomings, failings, and discriminatory practices in education.
- 25. MULTICULTURAL EDUCATION The underlying goal of multicultural education is to affect social change (transformation). • The transformation of self; • The transformation of schools and schooling; • The transformation of society
- 26. DIVERSITY WHY SHOULD WE LEARN ABOUT DIVERSITY Diversity can enrich your life and your world. Understanding and appreciating differences help: • Individuals gain new insights and outlooks while enjoying new relationships. • Communities tap the varied talents of their members to help meet common goals. • Groups of every size-from classrooms to corporations–when uniqueness is respected, morale and productivity improve.
- 27. DIMENSIONS OF DIVERSITY • Like trees in a vast forest, humans come in a variety of sizes, shapes, and colors. • We share important dimensions of humankind with all members of the species. • Biological and environmental differences separate and distinguish us as individuals and groups. • A vast array of physical and cultural differences constitute the spectrum of human diversity. • The various dimensions of diversity help shape our basic self-image and our fundamental world-view.
- 29. PRIMARY DIMENSIONS OF DIVERSITY Age Race Ethnicity Heritage Gender Physical abilities/qualities Sexual/affection orientation Mental abilities/characteristics
- 30. SECONDARY DIMENSIONS OF DIVERSITY Education Communication style Work background Work style Income Marital status Military experience Religious beliefs Geographic location Parental status Dimensions of Diversity Handout
- 31. PROCESSING WHAT HAVE YOU HEARD & ATTITUDE AWARENESS SURVEY • What do many of the comments we have written on the lists represent? • Are they true? • Where did these comments come from? • How would these stereotypes impact how we treat certain people? • What are the implications for student achievement?
- 32. DIVERSITY & ATTITUDES Test your attitude How aware are you about yourself and others based on age, race, gender, etc. ? To explore, complete one of the Implicit Association Tests at: https://implicit.harvard.edu/implicit/demo/takeatest.html (https://implicit.harvard.edu/implicit/demo/selectatest.html)
- 33. OBJECTIVES: • To discuss the impact of stereotyping in the educational setting • To examine a framework to measure educator’s development towards cultural competency in a multicultural context
- 34. WHAT WE KNOW • There are differences between and among groups of people. • Race is a socially constructed attribute that is a social phenomenon. • Racism is a system of privileged discourses and discriminatory institutional practices, which acts upon our individual perceptions of reality. And, our understanding of what is real is intrinsically racist because we have grown up in and live in a society with racist institutions.
- 35. WHAT WE KNOW • Race is undeniably an element of social status and is therefore, negotiated as a social process rather than as a biological determinant. Thus, the permanence of racism in our social reality means we have a personal responsibility to understand racism and work against its effects on our interpretations, our identities and how they play out in our classrooms to the extent which our discursive practices maintain inequity and injustice.
- 36. WHAT WE KNOW • Cultural differences influence the teaching- learning process. • Schools, like society, advantage some groups more than others. • Schools adhere to a color-blind paradigm.
- 37. WHAT WE KNOW • Culturally responsive teachers value and build on students’ prior knowledge.
- 38. “If our destination is excellence on a massive scale, not only must we change from the slow lane into the fast lane; we must literally change highways. Perhaps we need to abandon the highways altogether and take flight, because the highest goals that we can imagine are well within reach for those who have the will to excellence.” Asa Hillard, University of Georgia
- 39. AS OUR STUDENTS BECOME MORE AND MORE DIVERSE… SO MUST OUR WAYS OF TEACHING THEM. “Exploring Diversity in the Classroom Through Teaching & Learning” http://www.youtube.com/watch?v=t-qnuqCZ7hg
- 40. DISCUSSION QUESTIONS Reflect and identify a paradigm that you currently hold that will be problematic for you in working with students that are different from you. As a classroom teacher, what strategies will you use to adjust the identified paradigm to work effectively in a multicultural setting with diverse student?
Editor's Notes
- #9: Pair-Share
- #17: ｷIdentity clarification is a critical variable – a fundamental aspect – of human development ｷEthnic identity development is psychologically liberating and empowering ｷStudents are able to apply the cultural knowledge they gain through their own socialization within the home culture to understand school knowledge.
- #29: Describe your patner.
- #33: Pair/share Did anything surprise you??