Multcutral ppt for PDGT.ppt

College of Education andBehavioral Sciences
Department of Educational Planning andManagement
Course title: Teaching in Multicultural Setting (PGDT)
Coursecode: (PGDT-415)
HU/CEBS/EDPM By: Mr. Bayisa. E (MA)

2
Chapters to be Discussed in this Module
Chapter 1. The Nature and Goals of Multicultural Education
Chapter 2. Diversity and Educational Challenges of Minorities
In Multicultural School Setting.
Chapter 3. Teaching Strategies In Multicultural Context
Chapter 4. Curriculum In Multicultural Context.
Chapter 5. Creating A Multicultural School Environment.

LEARNING OUTCOMES
At the end of these courses students will be able to:
Understand the concept of multicultural education
Analyze the dimensions of multicultural education
Describe the different forms of diversity in societies.
Analyze the Educational problems faced by diverse
social groups in a multicultural context
Apply teaching strategies in diverse contexts

CHAPTER ONE: THE NATURE AND GOALS OF MCE
Under this chapterwe will try to cover the following sub-contents:-
Concept of Multicultural Education.
Principles of multicultural education.
Goalsof Multicultural Education.
 Dimensions of Multicultural Education.
Approaches to Multicultural Education.
Assumptions, myths and misconceptions of multicultural
education.

1.1. Concept of Multicultural Education
Activity 1. 5 minute
1.How do you define culture?
2.How do you define Multicultural,
Multiculturalismand Multicultural Education?

1.1.1. Definition of Culture
Cultureis the systemof shared
beliefs,
values.
customs, that a society holds, follows, uses a
behaviors produces to live in its environment and
technologies and passes on fromgenerationto generation
products

Elements of Culture
Culture can be characterized by the following four elements.
Cultural traits
Cultural patterns
Transmission of knowledge
Societal structures and processes
Cultural traits - how the group communicates symbolically
through its products rituals, laws, social structures, economic
systems, etc.

 Cultural patterns- wider, interrelated patterns of behavior and
interactionin which cultural traits may take on different meanings.
An example is the pattern of grieving, behaviors, dress, foods eaten,
ways of communicating and others.
 Transmission of knowledge- how the group teaches it’s young
culturally approved and valued ways of behaving, thinking and
perceiving.
-----continued….

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Societal structures and processes- how a group regulates,
orders and limits group actions to maintain group cohesion
and function.
E.g. These can include how a society manages the health,
activities of discourses of its members, how status is
defined, legal and economic systems, who can marry
whom, age groups

1.1.2. Definition of Multicultural Education
 Multicultural:
 Multi+ culture = multicultural
 Is a term first confirmed in 1941 and defined as “relating to or
containing several cultural or ethnic groups withina society”
 Of, relating to, or including several cultures; of or relating to a
social or educational theory that encourages interest in many
cultures within a society rather than in only a mainstream culture.

Multiculturalism:
 was first attested at thebeginnings of the 1960s and definedas “
 The state or condition of being multicultural.
 The policy of maintaining a diversity of ethnic cultures within a
community.
 The preservation of different cultures or cultural identities within a
unified society, as a stateor nation.
 The view that the various cultures in a society merit equal respect
and scholarlyinterest.

Multicultural Education
The definitions of multicultural education vary. Some
definitions rely on the cultural characteristics of diverse
groups, while others emphasize social problems, political
power, and the reallocation of economic resources.
Gay (1994) claims that multicultural education means
“learning about, preparing for, and celebrating cultural
diversity, or learning to be bicultural.

For other authors, multicultural education is:
a vehicle for people who have different value systems,
customs, and communication styles to discover ways to
respectfully and effectively share resources, talents and
ideas”.
Multicultural education encompasses issues such as culture,
ethnicity, language, gender, disability, race, religion, sexual
orientation, and other forms of diversity.
-----continued….

The four core values which provide a philosophical framework
for multicultural education are:
acceptance and appreciation of cultural diversity;
respect for human dignity and universal human
rights;
responsibility to the worldcommunity; and
respect for the earth.
-----continued….

-----continued….
 Multicultural educationis also known by different nomenclatures
suchas:
Cross-cultural education,
Intercultural education,
Global education,
International education,
Peace education
Conflict resolution
Education for peaceful co-existence
Education for Forgiveness
Citizenship education

-----continued….
MCE
Ideal /concepts
Equal educational opportunities
Correct historical imbalance
Reform movement
Process
Quality never fully gained
Racism
Discrimination
Stereotypes prejudice
School change
Curriculum., instruction
Assessment, environment

1.2. Principle of Multicultural Education
 Principle 1: Professional development programs should help teachers
understand the complex characteristics of different groups of children
in the society and the ways in which race, ethnicity, language and social
class interact to influence student’s behaviour.
 Principle 2: Schools should ensure that all students have equitable
opportunities to learn and to meet high standards.
 Principle 3: The curriculum should help students understand that
knowledge is socially constructed and reflects the social, political and
economic contextsin whichthey live and work.

-----continued….
Principle 4: Schools should provide all students with opportunities to
participate in extra- and co-curricular activities that develop knowledge,
skills, and attitudes that increase academic achievement and foster
positive interracial relationships
Principle 5: Schools should create or make salient superordinate
crosscutting group memberships in order to improve intergroup
relations.
Principle 6: Students should learn about stereotyping and other related
biases that have negative effects on racial and ethnic relations.

-----continued….
Principle 7: Students should learn about the values shared by virtually all
cultural groups (e.g., justice, equality, freedom, peace, compassion, and
charity).
Principle 8: Teachers should help students acquire the social skills needed
to interact effectively with students from other racial, ethnic, cultural,
and language groups. •
Principle 9: Schools should provide opportunities for students from
different racial, ethnic, cultural, and language groups to interact
socially under conditions designedto reduce fear and anxiety.

1.2. Goals of Multicultural Education
Multicultural educationhas many goals, some of themwere :-
Respect and appreciate cultural diversity.
Promote the understanding of unique cultural and ethnicheritages.
Promote the development of culturally responsive curricula.
Facilitateacquisitionattitudes, skills, and knowledge
Eliminate racismand discrimination in society.
Achieve social, political, economic, and educational equity.
Reform schools, colleges and universities to have diverse
backgrounds

The underlying goal of multicultural educationis to affect social change.
The pathway toward this goal incorporates, three strands of
transformation:
The transformation of self
The transformation of schools and schooling
The transformation of society
-----continued….

The Transformation of Self
 An educator has a dual responsibility
 to engage in a critical and continual process
 to examine how his prejudices, biases, and assumptions inform his
teaching and thus affect the educational experiences of his
students.

The Transformation of Schools andSchooling
Multicultural education calls for a critical examination of all aspects of
schooling.
Aspects of multicultural school transformation include the following:
Student-Centered Pedagogy, Multicultural curriculum
Inclusive educational mediaand materials
Supportive school and classroomclimate
Continual evaluation and assessment

The Transformation of Society
Ultimately the goal of multicultural education is to contribute to the
transformation of society and to the application and maintenance
of social justice and equity.
In a sense, multicultural education uses the transformation of self
and school as a metaphor and starting place for the transformation
of society.
Ultimately, social justice and equity in schools can, and should,
meansocial justice and equityin society.

Multiculturaleducation enable a personto developthe following perspectives:
 A goodself-concept and self-understanding.
 Sensitivity to and understanding of otherscultural groups in the world.
 The ability to perceive and understand multiple, sometimes conflicting,
cultural and national interpretations of and perspectives on events,
values and behavior.
 The ability to make decisions and take effective action based on multi-
cultural analysis and synthesis
 Openminds whenaddressing issues etc.
1.3. Purposes of Multicultural Education

1.3. Dimensions of Multicultural Education
 Banks (2004) describes the dimensions of multicultural education into five
overlappingareas in whichresearchesand practitioner are involved.
 These dimensions are used widely by education systems to conceptualize and
develop courses, programs, and projectsin multicultural education.
 The five dimensions are:
Content Integration;
The KnowledgeConstructionprocess;
Prejudice Reduction;
EquityPedagogy; and
An Empowering SchoolCulture and Social Structure.

1. Content Integration
 Content integration deals with the extent to which teachers use examples and
content from a variety of cultures and groups to illustrate key concepts, principles,
generalizations,and theoriesin theirsubject areaor discipline.
 The infusion of ethnic and cultural content into the subject area should be logical,
not contrived.
 More opportunities exist for the integration of ethnic and cultural content in some
subject areasthan in others.
 In the social studies, the language arts, and music, frequent and ample
opportunities exist for teachers to use ethnic and cultural content to illustrate
concepts, themes, and principles.

2. The Knowledge Construction Process
 It relates to the extent to which teachers help students to understand,
investigate, and determine how the implicit:-
 cultural assumptions,
 frames of reference, influencethe ways in which
 perspectives, and knowledge is constructedwithin it
 biases within a discipline (Banks, 1996).
 Students analyze in science by studying how racism has been prolonged in science
by genetictheories of intelligence, Darwinism, and eugenics.

2. Prejudice Reduction
 Prejudice is a negative or hostile feeling or attitude toward a group or a
person who belongsto a particular group.
 Prejudice reduction is describes lessons and activities teachers use to
help students develop positive attitudes toward different racial, ethnic,
and cultural groups.
 Research indicates that children come to school with many negative
attitudes toward and misconceptions about different racial and ethnic
groups (Aboud, 2009; Stephan& Vogt, 2004).

 Many authors states that contact between groups will improve
intergroup relations when the contact is characterized by these four
conditions:
 Equal Status,
 Cooperation rather thanCompetition,
 Sanctionby authorities
 Interpersonal interactions
-----continued….

4. Equity Pedagogy
 Equity refers to fairness. Equity in education refers to accessibility of
educationas well as provisionof accessible curriculumto all students.
 An equity pedagogy exists when teachers modify their teaching in ways
that will facilitate the academic achievement of students from diverse
racial, cultural, gender, and social-class groups.
 This includes using a variety of teaching styles and approaches that are
consistent with the wide range of learning styles within various cultural
and ethnic groups,

5. An Empowering School Culture andSocial Structure
 Another important dimension of multicultural education is a school culture
and organizationthat promote gender, racial, and social-class equity.
 important variables that need to be examined in order to create a school culture
that empowers students from diverse racial and ethnic groups and from both
gender groups.
 sports participation,
 disproportionality in achievement,
 disproportionality in enrollment in giftedand
 special educationprograms, and
 the interaction of the staff and students across ethnic and racial
lines

1.4. Approaches of Multicultural Education
 There were different approaches of multicultural education, some of
themare the following:-
 The contributionapproach
 The additive approach
 The transformation approach
 The social action approach

Contribution approach
This approach reflected the least amount of involvement in
multicultural educationapproaches.
This is incorporative by selected books and activities that celebrated
holidays, and special events fromvarious cultures.

Additive approach
 This approach is all about adding different
 content,
 concepts, to the curriculumwithout changing
 themes, and its basic structure.
 perspective
 This involves incorporating literature by and about people from diverse
cultures into the mainstream curriculum without changing the
curriculum.

Transformation approach
 This approach actually changes the structure of the curriculum
and encourages students to view concepts, issues, themes, and
problems fromseveral ethnic perspectives and points of view.
 For example, a unit on Thanksgiving would become an entire
unit exploring cultural conflict.
 This type of instruction involves critical thinking and involves a
consideration of diversityas a basic premise (Banks, 1999).

Social action approach
This approach combines the transformation approach with activities to
strive for social change.
Students are not only instructed to understand and question social
issues, but to also do something about importantthings.
For example, after participating in a unit about recent immigrants
to North America, students may write letters to senators, Congress,
and newspaper editors to express their opinions about new policies
(Banks, 1999).

Assumptions, of multicultural education
A key assumptionof multicultural education is that:
 effective teachers recognize that studentslearn in different ways.
 In diverse classrooms, teachers can use generalizations about
students from different cultural groups but should avoid
stereotypes.
 higher levels of multicultural awareness are associated with better
teaching,
 teachers' knowledge and appreciation of cultural differences may
promotepositive relationships with students and communities,

myths about multicultural education
Other cultures should be presented as distinct ways of living that reflect
differences fromthe dominant culture
There should be separate, unified set of goals and curriculum for
Multicultural Education
Multicultural education is only relevant in classes with students who
are members of the cultural or racial groups to be studied

Misconceptionsof multicultural education
 Different people have different Misconceptions about multicultural
education, some of the misconception regarding multicultural
educationare thefollowing?
 Multicultural education is for others
 its for women's, poor and other marginalized group
 Its only for ethnic groups of color
 Multicultural educationis against west
 It’s a movement against west and westerncivilization
 Multicultural educationwill divide the nation

Activity 2,
 Be in group of five and do the following questions
What were the major types diversities in this
classroom?
How have you been harmonizing these diversities in
your class ?
What are the goals of multicultural education?
What are the purpose of multicultural education?
to the students
to the nation
to the community
to the world

CHAPTER 2: Diversity and Educational Challenges of Minorities in
MulticulturalSchool Setting
Contents and Sub-contents to be Discussed Under this Chapter
2.1. Major Forms of Diversity
2.2. The Social Construction of Identities
2.3. Stereotypes and prejudices
2.4. Ethnocentrism
2.5. Discrimination in Schools
2.6. Strategies for tackling racism, sexismand other problems

2.1. Major Forms of Diversity
Activity
1. What do you know about diversity? How do you
conceptualize it? Is there similarities and differences
betweendiversity and multiculturaleducation?
2. What are the major forms of diversity you knowtill now?

2.1.1. Concepts of Diversity
The definition of diversity differs from person to person, from
organizationto organization,and fromauthor to author.
Esty et al. (1995) defined diversity as acknowledging,
understanding, accepting, and valuing differences among people
with respect to age, class, race, ethnicity, gender, disabilities, etc.
Thomas (1996,) defines diversity as any mixture of items
characterized by differences and similarities.

-----continued….
 Therefore, Diversity is the ability to recognize those who have
different; race, class, gender, physical abilities, sex orientation,
religion, educational background, geographical location, family
income, and parentstatus.
 Today’s classrooms require teachers who educate students varying in
culture, language, abilities, and many other characteristics.
 Teachers must create a classroom culture where all students are
participate regardless of their cultural and linguistic background
are welcomed and supported, and provided with the best opportunity

2.1.2. Major Forms of Diversity
 Major forms of diversity
Race
Ethnicity
Gender
Social class
Religion
Disability and others

Race
 Race is a category of people who share inherited physical
characteristics (e.g., skin color, eye shape) and whom others see as
being a distinctive group.
 Race is a term that attempts to categorize human beings into
distinct groups according to phenotypes or physical traits (e.g., skin
color, eye shape).

Throughout history, race has been used as a social, cultural, and biological
construct to grouppeople.
Historicallyscholars have placedpeopleintothree groups:
 Caucasians-fair skin and straight or wavyhair (whites)
 Mongoloids-yellowish or brownish skin with distinctive folds on the eyelids
(Asians)
 Negroids-dark skinand tightlycurled hair (blacks).
Classification of people based on physical or biological characteristics
 Color of skin, hair & eyes
 Facialfeatures
 Bonestructure
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2. Ethnicity
Ethnicity is defined by group membership based on genealogy,
national origin, and ancestry. Ethnicity does not change, even though
characteristics of a specific ethnic group’s culture may change.
Ethnicity-belonging to a group that shares the same characteristics,
such as countryof origin, language, religion, ancestry and culture.
Ethnicity: refers to membership of in a culturally and geographically
defined group that may share language, cultural practices, religion,
or other aspects.

3. Sex vs. Gender
 Sex = Male and Females Gender=Roles of M & f
 Gender is what we expect men and women to do and behave. It is
about how power is used and shared.

4. Social Class
A social class is a group of people who share a similar economic position in
societybasedon their wealth and income.
Class is essentiallyan economic stratification system.

5. Religion
A Religion is a system of roles and norms organized
around the blessed, which binds people together in
groups.
Religions can provide social cohesion, social control,
and emotional support.
Religions are characterized by their rituals, symbols,
belief systems, and organizational structures
In matters of religion, the 1994 Ethiopian education
policy requires in Article 2.2.7 that schools should
provide secular educationin the country.

6. Disability
 Impairment
It is any loss or abnormality of psychological, physiological or anatomical
structure or function.
 Disability
It is any restriction or lack (resulting from impairment) of ability to perform
an activity in the manner or within the range considered normal for a
human being.
 Handicap
It is a disadvantage for a given individual, resulting from an impairment or
a disability, that limits or prevents the fulfillment of a role that is normal
(depending on age, sex, and social and cultural factors) for that individual.

There are three approaches to the assessment of students withdisabilities:
1. The contingent approach, where special arrangements, such as extra time,
amanuenses, separate rooms for exams ,etc, are made in order to assimilate
the students intothe existingassessment system.
2. The alternative approach, where are partier of different assessments for
disabled students is built into a programme of study at the course design
stage
3. The inclusive approach, where a flexible range of assessment methods,
designed to assess the same intended learning outcomes in different ways,
is availableto all students.
-----continued….

2.2. The Social Construction of Identities
 Identity: A reflective self-conception or self-image that we each derive
from our family, gender, cultural, ethnic, and individual socialization
process.
 We further construct our identities to suit our ever-‐changing
environments. Our social identifies change all the time, but they are
not replacedwithnothing, they are replacedwith changedidentities.
 Social identity is constructedthrough socialization.

 Socialization is a process by which adults or children learn certain
types of behavior, roles and values from parents, friends, school
and the environments(institutions and individuals can be the
'agents of socialization’).
-----continued….

2.3. Stereotypes and prejudices
 Race affects nearly all aspects of life such as
education(Parrillo, 1994)
work place interactions
 family experiences (Taylor, 1994) and
even howmen and womeninteract.
 Racism – an extension of stereotyping and prejudice. The belief that
one race is inherently superior to another; “geneticendowment.”
 Stereotypes- categorization, that mentally organizes your experience
with, and guides your behavior toward, a particular group of people.

 Prejudices – are deeply held negative feelings associates with a
particular group(anger, fear, aversion, anxiety).
 Racial discrimination and prejudices have been a constant battle our
countryhas beendealing with for many years.
 Prejudice is learned from family, peers and social environment; it is
not instinctive.
-----continued….

Prejudice is a series of stages suchas:
 fear of strangers creating an out groupor “them”,
 gender and racial awarenessseparating differences,
 identification with a group“us verses “them.
 Identifywithparents as whatsatisfies parents,
 ejection of outsiders,
 selective rejection as part of particular group
 pointof viewon the world questioning morals, and
 choice to be or not to be prejudice and accept the roles
-----continued….

2.4. Ethnocentrism
Ethnocentrismis:-
 is "thinking one's own group's ways are superior to others" or "judging
other groups as inferior to one's own".
 the tendency to believe that one's ethnic or cultural group is centrally
important, andthat all other groups are measuredin relationto one's own.
 Its one’s own culture is superior to any other.
 is a commonly used word in circles where ethnicity, inter-ethnic relations,
and similar social issues are of concern.
 In this sense, ethnocentrism can be defined as: making false assumptions
about others

62
2.5. Discrimination in Schools
 Discrimination occurs when someone is treated unfairly or badly in
certain respects. Not all discrimination is against the law, even if it is
unfair
 also happens because people have
 stereotypical or prejudiced ideasor beliefs about other people
 belong to a particular group of people or
 have certain personal characteristics or attributes.

-----continued….
This kind of direct discrimination is often the result of failing to treat
each person as an individual regardless of their sex, age, race etc.
Discriminationcan be:-
direct
based on association is also illegal,
based on perception is unlawful,
Indirect discrimination and Harassment(Annoy continually or
chronically

Direct discrimination
 This occurs when one person treats another person less favorably
than they would another because of a protected characteristic.
 e.g. an HEI decides not to interview a Christian
applicant for a job because they assume, on the basis of his
religion, that he will not be prepared to work in a bar.
Discrimination based on association is also illegal
 e.g. an employee is overlooked for promotion because other
partner has undergone gender reassignment

Discrimination based on perception is unlawful
 e.g. a member of staff refuses to work with a student because they
believe that the student is gay, irrespective of whether the student is
gay or not.
Combined discriminationclaims
 The Equality act allows people to bring a claim of direct
discrimination because of a combination of two protected
characteristics (not including marriage and civil
partnership, and pregnancy and maternity).

Indirect discrimination
 Indirect discrimination is not usually intentional but is often the result
of forgetting to think about the impact of rules and requirements on
different people.
 Indirect discrimination occurs when a provision, criterion or practice
appears neutral, but its impact particularly disadvantages people with
a protected characteristic, unless this can be justified as a
proportionate means of achieving a legitimate aim.
 Indirect discrimination now extends to all the protected characteristics
except pregnancy and maternity.

Harassment(Annoy continually or chronically)
The qualityact outlinesthree types of harassment:
Unwanted conduct that has the purpose or effect of creating an intimidating,
hostile, degrading, humiliating or offensive environment for the complainant,
or violating the complainant’s dignity (this applies to all the protected
characteristics apart from pregnancy and maternity, and marriage and civil
partnership)
Unwanted conduct of a sexualnature (sexual harassment)
Treating a person less favorably than another person because they have either
submitted to, or did not submit to, sexual harassment or harassment related
to sex or gender reassignment.

Uncontrollable Discrimination
Basedon Race - One wrong assumption: All Negros are bad people.
Basedon Sex ; Basedon Physical Features -
Based on Age - Those children under the age of 7 cannot join the tuition
center, although the content is still the same as Primary
Basedon Nationality -
Based on Gender - Despite how intelligent the woman is, the employer
does not gives her the job because she is a female as he believes that she,
as a female, cannot handle the work
Based on Disability - A man being to have one crippled hand cannot join
the cross country

Discrimination based on Sex:
Based on Breastfeeding - A woman was having dinner with friends and
family at a restaurant when she asked a waitress to direct her to a more
private area of the restaurant so she could breastfeed her baby but the
waitress told the woman she would have to leave the restaurant if she wanted
to breastfeedthe baby
Based on Sexual Orientation - An employer may assume that an employee is
gay because of their speech or mannerism.
Based on Pregnancy - A female employee tells her boss at work that she's
pregnant. Her boss fires her after learning the news even though she is still
able to work for several more months

Discrimination based on Status:
Based on Career Status - A hiring manager didn't want to interview
someonejust becausehe/she doesn't have enoughjob experience.
Based on Parental Status - A woman with children is not considered for
a promotion because the employer thinks that she will miss a lot of
work caring for her children.
Based on Marital Status - The employer sets different hours of work for
single and married employees, or promotes a married employee
becausethe employer thinks that he/she is more responsible.

Discrimination based on Our Choice:
Based on Personal Association - A girl is harassed and bullied at school
because her mother was identified as having HIV. The school failed to take
actionin stopping the bullying and the girl leaves the school
Based on Family Responsibility - The employees not hiring a women who
have or planning to have children but hiring men who have or planning to
have children
Based on Culture - Sometimes, people look down on other people that
believes in ghosts or gods because of their culture
Based on Political Belief - Some people look down to those that supports a
lousier political group

CHAPTER3: Teaching Strategies In Multicultural Context
3.1. Teaching in a multicultural perspective: Culturally
Responsive Pedagogy
3.2. Cultural Diversity and its Influence on Teaching and
Learning
3.3. Managing Diversity in the Classroom
3.4. Assessment in Multicultural Setting

Activity
1. What do you mean “Teaching in a multicultural
perspective”?
2. What do you mean “Culturally Responsive Pedagogy”?

3.1. Teachingin a multicultural perspective: Culturally Responsive Pedagogy
 Gay (2000) defines culturally responsive teaching means using cultural
knowledge, prior experience, and performance styles of diverse
students to make learning more appropriate and effective for the
learner;
 Have strong content knowledge;
 Have an arrayof effective strategies;
 Drawon prior knowledgeof their students;
 See the range of student abilities and differentiate instruction;
 Constantlyexamine their own attitudes about race, class, and
culture. (Moir, 2002).

 Gay(2000) it also describes the characteristics of culturally responsive
in teaching as follows;
It acknowledges legitimacy of cultural heritages of different ethnic
groups,
It builds bridges of meaningfulness between home and school
experience,
It uses a wide variety of instructional strategies that are connected
to differentlearning styles,
-----continued….

It teaches students to know and appreciate their own and others’
cultural heritages,
It incorporates multicultural information resources, and materials
in all subjects and skills routinely taught in schools.
 In general, culturally responsive teaching is validating,
comprehensive, multidimensional, empowering and transformative.
 culturally responsive teaching recognize, respects and uses students
identities and backgrounds as meaningful sources for creating
optimal learning environments.
-----continued….

3.2. Cultural Diversityand its Influence on Teaching and Learning
 Some cultural differences have a more substantial impact on learning
thanothers.
 Other culturally-inflected differences and dispositions that may have
an influence in the lecture theatre, seminar or tutorial include:
Independent versus interdependent learners
Task orientated students as compared with those who place more
emphasis on relationship building
Commitment to the group
Expectations of the teacher
Team-building

Willingness to take on board ideas which have not come from the
teacher
Risk taking as comparedwith a more conservativeapproach
Acceptance of change or resistance to it
Challenging the teacher compared with accepting everything the
teacher says
-----continued….

3.3. Managing Diversity in the Classroom
The following are some of the major points take into consideration while
handling diversifiedgroups in classrooms.
They help teachers prepare themselves for a better management of the
teaching and learning process.
Educateand Sensitize Oneself to Cultural Diversity
CelebrateCultural Differences in the Classroom
Learn about the diversity in your Classroom
Consider Students’ Needs First
Learn to CommunicatewithCulturallyDiverse Parents

Educate andSensitize Oneself to Cultural Diversity
Before you proceed, please define for yourself how you feel about
the diversity in your classroom?
Do your feelings affect the way you teach in positive or negative
ways?
What can you do to overcome deeply held biases that you may
have?
Being aware of your own behaviors and motivations is the first
step in successfully managing a diverseclassroom.

Celebrate Cultural Differences in the Classroom
Do not expect students to adopt mainstream cultural
behaviors overnight or, possibly, at all.
Instead, teachers should recognize that when a student’s
culture is valued, it can have a positive effect on performance.
Students who are willing to share their culture should be
encouraged to do so in ways that contribute to the
curriculum.
This can help create a community of learners in your
classroom, where differences

Learn about the diversity in your Classroom
Take time to learn all you can about the cultures of the students in
your class. Remember: behaviors that teachers may automatically
expect may not be what a student has learned at home.
For example, in some cultures, students don’t make eye contact
with figures of authority. In others, even the slightest physical
contact, such as a handshake, is strictly taboo between members of
the opposite gender who are not married or related.
Behaviors are shaped by cultures; learn all that you can before
correcting or disciplining a student.

Consider Students’ Needs First
Treat all students withfairnessand dignity.
Evaluate your teaching style, expectations in terms of cultural
diversity
Assessment practices, handouts,
Classroomenvironment
What modifications are necessary to support all learners?
What are thedifferent learning styles in the classroom?
Give consideration to the various holidays students in the class may
celebrate before schedulingspecial events or assignments

Learn to Communicate withCulturally Diverse Parents
 Find out what you need to know to be a culturally competent
communicator. Remember to respect the standard modes of communication
between parents and teachers in other cultures. The home culture of the
parent often dictates the acceptable forms of communication between
parents and teachers.
As teachers, you need to create a safe, supportive environment for them to
discuss new culture.
They should not feel embarrassed or ashamed of either their culture or
their efforts.
Tell themto leave any worries outside the door whenthey arrive

3.4. Assessment in Multicultural Setting
 Suggestions For Improving Multicultural Assessments
 Identifymeasures specificallydesignedfor multicultural groups
 Encourage the consideration of cultural factors in the earliest
conceptual stages of instrument development.
 Increase opportunities for an exchange of information between those
with quantitative training in instrument development and those with
an interest and expertise in multicultural issues.

Characteristicsof Effective Teachers in multicultural settings
To teach students to participate effectively in a democratic and
pluralisticsociety,
Understanding and using multiple learning styles
Using effective social action that makes use of knowledge in
collaborativeefforts to createa more equitablesociety.
Teach Student to learn that there are patterns of values, speech,
preferences, and behaviors associated withdifferentcultures,

Quiz -3 , weight 5%
1. Define culturally responsive basedon your own words? (1%)
2. Write at least five ways of managing diversity in class room based
on your words? (2%)
3. Write at least three (3) the characteristics of effective teachers in
handling diversity?(2%)

CHAPTER. 4. CURRICULUMIN MULTICULTURALCONTEXT
4.1. Fundamental Values and characteristics of Culturally Relevant
Curriculum
4.2. Selecting and EvaluatingMulticultural Materials
4.3. The HiddenCurriculumin Multicultural context

4.1. FundamentalValues and characteristics of Culturally Relevant Curriculum
As classrooms become more and more culturally diverse, the need to
infuse multicultural content into the curriculum becomes increasingly
evident.
One way of integrating multicultural content into the curriculum
involves four levels or approaches (Banks and Banks, 1993).
ContributionsApproach(level 1)
Additive Approach(level 2)
Transformational Approach (level 3)
Social Action Approach(level 4)

In each approaches there were six Bloom's cognitive taxonomy
1st Knowledge,
2nd Comprehension,
3rd Application,
4th Analysis,
5th Synthesis, and
6th Evaluation) and to promote multicultural thinking based
on the four levels presented by Banks and Banks (1993).
-----continued….

1st level , The Contributions Approach(level 1)
focuses on heroes, holidays, and discreteelements and
Its the most extensively used approach to multiculturalism in the
schools.
In this approach, the traditional ethnocentric curriculum remains
unchanged; In its basicstructure, Goals, and Salient characteristics.
Cultural traditions, foods, music, and dance may be discussed, but little
or no attention is given to their meaning and significance to minority
groups.

level 2; Additive Approach (level 2)
Is an approachwhich deals withadding:-
content,
concepts,
themes, and perspectives of minority groups to the curriculum
without changing its structure.
For instance, teachers may add a book, unit, or course to the curriculum
that focuses on diverse groups or topics.
However, the students may not have the knowledge base to understand
multiculturalconcepts, issues, and groups.

level 2; Additive Approach (level 2)
Minority students learn little of their own history, and the rest of the
students learn little of the history and contributions of other racial and
cultural groupsto Americansociety/Ethiopiansocietyin our case.
Adding the issues of minority to the curriculum without changing its
structure.

The Transformational Approach (level 3)
involveschanging the structure of the curriculumto enable students to view
concepts,
issues,
events, and themes fromthe perspectives of minority groups.
For example in USA, the curriculum should not focus on the ways that
minority groups have contributed to mainstream society and culture; instead,
it must focus on howthe commonU.S. culture and society emergedfrom:-
a complex synthesis and
interaction of the diverse cultural elements that make up the United
States. According to Banks and Banks (1993),

Level 4; Social Action Approach (level 4),
students make decisions on important social issues and take action to
help or solve the problem.
Students feel empoweredand are proactive;
they are provided with the knowledge, values, and skills
necessaryto participate in social change.
Studentself-examinationbecomes central in this approachthrough:-
value analysis,
decisionmaking,
problemsolving, and social actionexperiences

4.2. Selecting and Evaluating Multicultural Materials
 While selecting and evaluating multicultural materials, consider the
following points:
 Delivery
 Content
 Teaching and Learning Materials
 Perspective
 Critical Inclusivity
 Social and Civic Responsibility

1. Delivery
Delivery must acknowledge and address a diversity of learning
styles while challenging dynamics of power and privilege in the
classroom.
Vary instructional techniques.
Ex. Lecture ,
Cooperative Learning ,
Dialogue,
Individual Work
Understandthe dynamics of power in the room

1. Delivery
Who do you encourage to work through a problem and to whom do
you providethe answer?
Challenge thenotionof Teaching as Mastery.
Ask studentswhat they already knowabout a topic.
Ask studentswhat they want to learnabout a topic.
Ask studentsto participate in the teaching of a topic.
-----continued….

2. Content
Contentmust be
complete and accurate,
acknowledging thecontributions and
perspectives of ALL groups.
3. Teaching andLearning Materials
Teaching and learning materials must be diverse and critically
examinedformbias.
Vary instructional materials.
Examine all materials free from bias and oppressive content.

4. Perspective
 Content must be presented from a variety of perspectives and angles in
order to be accurate and complete.
 Present content from a variety of perspectives, not only that of majority
groups.
 How do we define “classic literature” or “great books” or “the
classics” and fromwhose perspective?
 Fromwhoseperspectivedo we tell history?
Present content through a variety of lenses, not just those of a few heroic
characters.

5. Critical Inclusivity
Students must be engaged in the teaching and learningprocess:-
transcend the banking method and facilitate experiences in which
students learn fromeach other's experiences and perspectives.
Bring the perspectives and experiences of the students themselves
to thefore in the learning experience.
Encourage students to ask critical questions about all information
they receive from you and curricular materials, and model this
type of critical thinking for them.

5. Critical Inclusivity
Make content and delivery relevant for the students—facilitate
experiences in which they connectit with their everyday lives.
Recognize your students as your most important multicultural
resources.
-----continued….

6. Social and CivicResponsibility
 If you hope to prepare students to be active participants in an
equitable democracy, you must educate them about social justice issues
and model a sense of civic responsibility within the curriculum.
 Starting with the youngest students, incorporate discussions about
difference and inequality intoyour lessons
 Look for ways in which recognized names in various disciplines
used their workand stature to fight social injustices.

 Have honest discussion with your students about the history of
privilege and oppression in your subject area, school, education
and society at large.
 Connect teaching and learning to local community and global
issues.
 Encourage students to think critically about their country,
economic policies, and other traditionally untouchable subjects of
critique.
-----continued….

4.3. The Hidden Curriculumin Multicultural context
Hidden curriculumrefers to
the unwritten,
unofficial, and
often unintendedlessons, values, and
perspectives that students learnin school.
The hidden curriculumconsists of the
unspokenacademic, cultural, and
social messages that are communicated to students while they are in
school

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