Teaching in Multicultural Settings-1-1.pptx as an introduction of biology

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TEACHING IN MULTICULTURAL
SETTING
Instructor:

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Course Objectives
 Understand the concept, goals, dimensions and approaches of
multicultural education.
 Recognize the different forms of diversity in societies.
 Know the concept of culturally responsive pedagogy.
 Develop the skills of managing classrooms in a multicultural
context.
 Evaluate curriculum materials from a multicultural
perspectives.
 Develop skills for selecting and organizing student experiences
in multicultural context.
 Analyze policies and strategies for promoting diversity in
schools.

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Course Contents
Unit One: The Nature and Goals of Multicultural Education
 Concept of Multicultural Education: Defining Culture & Multicultural Education
 Goals of Multicultural Education
 Dimensions of multicultural education
 Approaches to Multicultural Education
Unit Two: Diversity and Educational Challenges of Minorities in
Multicultural School Setting
 Major Forms of Diversity: Ethnicity, Gender, Social class, Religion, and Disability
 The Social Construction of Identities
 Stereotypes and prejudices
 Ethnocentrism
 Discrimination in Schools
 Strategies for tackling racism, sexism and other problems

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Course Contents………
Unit Three: Teaching Strategies in Multicultural Context
 Teaching in a multicultural perspective: Culturally Responsive Pedagogy
 Cultural Diversity and its Influence on Teaching and Learning
 Strategies for teaching and Learning in Diverse Setting
 Managing Diversity in the Classroom
 Assessment in Multicultural Setting
 Characteristics of Effective Teachers in multicultural settings
Unit Four: Curriculum in Multicultural Context
 Fundamental Values and characteristics of Culturally Relevant Curriculum
 Levels of integrating multicultural contents
• Contributions, Additive, Transformative & Social action approaches
 Selecting and Evaluating Multicultural Materials
 The Hidden Curriculum in Multicultural context

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Course Contents……..
Unit Five: Creating a Multicultural School Environment
 Characteristics of inclusive educational environment
 Strategies for Promoting Diversity in the Institutional Envirnoment
 Promoting Positive self-esteem and cultural identities
 Multicultural efforts beyond the classroom

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Course Delivery Approaches/Methods/Strategies
• Teacher’s presentation and facilitation
• Question and answer
• Students’ Discussion/group activities
• Students’ reflection
• Students Project works ( group and individual)
• Students’ independent work
Assessment Strategies
• Classroom attendance and Participation= 5%
• Two quizzes= 30%
• Individual and Group assignments =15%
• Final examination=50%
• Total=100%

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UNIT ONE
THE NATURE AND GOALS OF MULTICULTURAL EDUCATION
Introduction
 Multicultural education is a global issue.
 No country where all its students are from the same cultural background and ethnic group.
 Students have differences in many terms.
 So, this unit will help you to acquire knowledge about the:
• Concept of multicultural education,
• Goals of multicultural education,
• Dimensions of multicultural education and
• Approaches in multicultural education.
Unit Objectives : After completing this unit, you will be able to:
 Understand the concept of multicultural education.
 List down the goals of multicultural education.
 Analyze the dimensions of multicultural education.
 Explore the different approaches of multicultural education.
Activity ( Group activity of 3 students 7’)
 What do we mean by “Multi?” “Culture?” and Multi –culture?
 What do you understand about Multicultural education?
 How do you think that multicultural education evolved?

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1.1. The Concept of Multicultural Education
Defining Culture
• Culture is the system of shared beliefs, values,
customs, behaviors and products that a society holds,
follows, uses and produces to live in its environment,
and passes on from generation to generation.
Elements of Culture
• Cultural traits
• Cultural patterns
• Transmission of knowledge
• Societal structures and processes

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Elements of Culture……….
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 interaction in
which cultural traits may take on different meanings.
• Such as traits as certain behaviors, dress, foods eaten and not
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. This is a
key factor in the continuation of culture, for it gives cultural
shape and form to human activity. The simplest activity is
the learning of language

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Elements of Culture……….
Societal structures and processes
• How a group regulates, orders and limits group actions to
maintain group cohesion and function.
• Societies represent culture in action, the everyday
application of a group through the group’s institutions,
systems and norms.
• These can include family structures, educational processes
and institutions, 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 and a
host of other factors.
In general Socialization:
• is the process by which individual acculturated (learns the
patterns of his/her culture) .
• It is largely carried out by the family, upon whom the child
models much of its adult’s behavior, but it also occurs as an
effect of the individual’s wider social interactions.
• It ensures the individual’s acceptance in the group and

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1.2. Defining Multicultural Education
Historical Roots of Multicultural Education
 Multiculturalism as a concept is a 20th
century phenomena.
 The historical roots of multicultural education lies in America initiated by:
1. Civil rights movements: African Americans and other people of color who
challenged discriminatory practices in public institutions during the civil
rights struggles of the 1960s.
2. Curricular Analysis in educational institutions:
 Activists, community leaders and parents called for curricular reform and
insisted on a re-examination of hiring practices.
 All, they demanded, should be more consistent with the racial diversity in the
country.
3. Feminist Movement: In the late 1960s and early 1970s, the women's rights
movement challenged inequities in employment, educational opportunities
employment, income, discrepancy and low number of female administrators .

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Historical roots……….
 Through the 1970s, the elderly and people with disabilities organized visible and powerful
pushes for sociopolitical and human rights.
 Those dissatisfied with the inequities of the education system during the late 1960s and
1970s, defined the earliest conceptualization of multicultural education.
During the 1970s such professional organizations as:
 National Council for Social Studies,
 National Council of Teachers of English, and
 American Association of Colleges for Teacher Education–issued policy statements and
publications that encouraged the integration of ethnic content into the school and teacher
education curriculum.
 National Council for the Social Studies (NCSS) published Curriculum Guidelines for
Multiethnic Education in 1976, which was revised and reissued in 1992 as Curriculum
Guidelines for Multicultural Education.
 A turning point in the development of multicultural education occurred in 1977 when the
National Council for the Accreditation of Teacher Education (NCATE) issued standards
for the accreditation of teacher education.
 The standards required all NCATE member institutions (about 80% of the teacher
education programs in the United States) to implement components, courses, and
programs in multicultural education.

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Historical roots
 By 1980s James Banks, one of the pioneers of multicultural education, was among
the first multicultural education scholars to examine schools as social systems from
a multicultural context (1981).
 He grounded his conceptualization of multicultural education in the idea of
“educational equality.”
 As to Banks, in order to maintain a “multicultural school environment,” all aspects
of the school had to be examined and transformed, including policies, teachers'
attitudes, instructional materials, assessment methods, counseling and teaching
styles .
In general:
 What started as small ethnic studies movement and curricular shifts and additions
has become a framework for re-examining both schools and society from a
progressive and transformative framework.
 Today, many theories, models and frameworks for multicult. education exist.
 Hence, multicultural education is a relatively new concept that will continue to
change to meet the needs of a constantly changing society.

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Defining of multicultural educ…….
 Since its earliest conceptualization in the 1960s, the definitions of
multicultural education vary.
 Some definitions rely on the cultural characteristics of diverse groups,
social problems, political power, and the reallocation of economic
resources, people of color, local schools, and still others provide
directions for school reform in all settings regardless of their
characteristics.
 The goals of these diverse types of multicultural education range from
bringing more information about various groups to textbooks, to
combating racism, to restructuring the entire school enterprise and
reforming society to make schools more culturally fair, accepting, and
balanced.
 For this reason, the field of multicultural education is referred to
interchangeably as multicultural education, education that is
multicultural and antiracist education.

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Defining of multicultural edu……
The following are the most frequently used definitions of multicultural education:-
• An idea, an educational reform movement and a process intended to change the
structure of educational institutions so that all students have an equal chance to
achieve academic success.
• A philosophy that stresses the importance, legitimacy and vitality of ethnic and
cultural diversity in shaping the lives of individuals, groups and nations .
• A reform movement that changes all components of the educational enterprise,
including its underlying values, procedural rules, curricula, instructional
materials, organizational structure and governance policies to reflect cultural
pluralism.
• An approach to teaching and learning based upon democratic values that foster
cultural pluralism; in its most comprehensive form, it is a commitment to
achieving educational equality, developing curricula that builds understanding
about ethnic groups and combating oppressive practices (Bennett, 1990).

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Defining of multicultural edu…..
These various definitions contain several points in common. Advocates agree that:
 The content of multicultural education programs should include ethnic identities,
cultural pluralism, unequal distribution of resources and opportunities and other
sociopolitical problems stemming from long histories of oppression.
 Multicultural education is a philosophy, a methodology for educational reform and
a set of specific content areas within instructional programs.
 Multicultural education means learning about, preparing for and celebrating
cultural diversity. And it requires changes in school programs, policies and
practices.
 Promoting diversity means acknowledging diversity, incorporating diversity into all
levels, and demonstrating pride in cultural pluralism along with a sincere belief that
diversity is desirable.
 Multicultural education has implications for decision-making that will affect
operations at all levels of education, including instruction, administration,
governance, counseling, program planning, performance appraisal, and school
climate.

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Defining of multicultural edu…..
 The actions taken in schools to adopt multicultural education should reflect the
race, language, ethnicity, habits, and customs of ethnic groups throughout the global
community.
In sum multicultural education is :
 a field of study whose major aim is to create equal educational opportunities for
students from diverse racial, ethnic, social-class and cultural groups.
 a progressive approach for transforming education that is holistically grounded in
ideals of social justice, education equity, critical pedagogy and a dedication to
providing educational experiences in which all students reach their full potentials as
learners and as socially aware and active beings, locally, nationally and globally.
 acknowledges that schools are essential to laying the foundation for the
transformation of society and the elimination of injustice.
 To implement multicultural education fully, fundamental changes will need to be
made in the conception, organization, and execution of the educational process. These
changes must be deliberate, long-range, ongoing, and, most important,
comprehensive.

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1.2 Goals of Multicultural Education
Activity: Pair work 6’
1. What do you think that the goals of multicultural education?
 The underlying goal of multicultural education is to effect social change.
 The pathway toward this goal incorporates three strands of transformation:
1.The transformation of self
2. The transformation of schools and schooling; and
3. The transformation of society
1. The transformation of self
 As an educator, we have a dual responsibility to change ourselves and society.
 Thus, we should be in constant process of self-examination and
transformation.
2.The Transformation of Schools and Schooling
• Multicultural education calls for a critical examination of all aspects of
schooling.

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Aspects of multicultural school
transformation………
a. Student-centered pedagogy
• The experience of student must be brought to the fore in the classroom, making learning
active, interactive, relevant, and engaging.
• All aspects of teaching and learning in schools must be refocused on the students them
themselves instead of standardized test scores and school ranking.
• Emphasis should be placed on critical thinking, learning skills, and deep social
awareness as well as facts and figures.
• Pedagogy must provide all students with the opportunity to reach their potential as
learners.
b. Multicultural curriculum
• All curricula must be analyzed for accuracy and completeness.
• All subjects must be presented from diverse perspective – this is related to accuracy and
completeness.
• “Inclusive curriculum” also means including the voices of the student in the classroom.
c. Inclusive educational media and materials
• Educational material should be inclusive of diverse voice and perspectives.
• Students must be encouraged to think critically about materials and media: whose voices
are they hearing? Whose voices are they not hearing?

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Aspects of multicultural school transformation…..
d. Supportive school and classroom climate
• Teachers must be better prepared to foster a positive classroom climate for all
students.
• Administrative hierarchies in schools must be examined to assess whether they
produce positive teaching environments for all teachers.
e. Continual evaluation and assessment
• Continuing evaluation must be in place to measure the success of new and existing
programs meant to provide more opportunities to groups traditionally and presently
underrepresented in colleges and universities.
3. The Transformation of Society
 Ultimately the goal of multicultural education is to contribute to the transformation
of society.
 Multicultural education uses the transformation of self and school for the
transformation of society.
 Ultimately, social justice and equity in schools will lead to, social justice and equity
in society. Only then will the purpose of multicultural education be fully achieved.

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THE PURPOSES OF MULTICULTURAL EDUCATION
Multicultural education is important for all students to develop:
• A good self-concept and self-understanding.
• Sensitivity to and understanding of others, including cultural groups.
• The ability to perceive and understand multiple, cultural and national
interpretations of and perspectives on events, values, and behavior.
• The ability to make decisions and take effective action based on a
multicultural analysis and synthesis.
• Open minds when addressing issues.
• Understanding of the process of stereotyping, a low degree of stereotypical
thinking and pride in self and respect for all peoples .
 Areas within the educational setting in which multicultural education is
implemented are textbooks and instructional materials, curriculum and
instruction, teacher behavior and school climate (Gollnick & Chinn, 1990).

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1.3. Dimensions of Multicultural Education
Multicultural
Education
Dimensions
1. Content
Integration
2. Knowledge
Construction
Process
3. Reduction of
Prejudices
4. Equity
Pedagogy
5.
Empowering
School
Culture and
Social
Structure

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1. Content Integration
 Curriculum has content which is instrumental for the attainment of the
educational objectives.
 Content refers to the concepts, facts, principles, rules, skills, attitudes, etc.
students learn in order to achieve the intended objectives.
 Content integration: refers to putting contents of minority or the disadvantaged
group in the curriculum.
 It 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 cultural content into a subject area.
 Thus, multicultural education primarily viewed as content integration.
 Opportunities exist for the integration of ethnic and cultural content in areas.
 To implement the process of multicultural curriculum reform, banks has
outlined four successive levels of integration of ethnic content. These levels
called approaches. These are: Contribution, Additive, Transformative, and
Social action approaches.

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Content integration Approaches
Contribution
• focuses on use of heroes, holidays, and distinct cultural elements in
lessons during ethnic celebration.
Additive
• teachers add ethnic content, themes, and perspectives to the curriculum
without changing its basic structure.
Transformative
• help students to learn how knowledge is constructed, issues, events,
and themes from the perspective of various ethnic.
Social action
• students make decisions on important social issues and take action to help
solve them.
• In general these approaches provide teachers best opportunity to integrate
content in to the ongoing process of multicultural education.

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2. Knowledge construction process
 Based on Constructivism: emphasizes the importance of the knowledge,
beliefs, and skills an individual brings to the experience of learning.
 Recognizes the construction of new understanding as a combination of prior
learning, new information, and readiness to learn. Individuals make choices
about what new ideas to accept and how to fit them in to their established
views of the world.
 Teachers help students to understand how knowledge is created and how it is
influenced by factor of race, ethnicity, gender, and social class.
 The constructivist teachers set up problems and monitor students’ exploration,
guide the direction of student inquiry and promote new patterns of thinking .
 Multicultural teaching involves not only infusing ethnic content into the school
curriculum, but also changing the structure and organization of the school.
 It also includes changing the ways in which teachers and students view and
interact with knowledge, helping them to become knowledge producers, not
merely the consumers of knowledge produced by others.

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Knowledge construction process………….
 The constructivist teachers set up problems and monitor students’ exploration,
guide the direction of student inquiry and promote new patterns of thinking.
 Hence, content is embedded in culture and it is difficult to separate the two.
 Multicultural teaching and learning, paradigms, and concepts includes the life
experiences, histories and contributions of marginalized groups.
 Multicultural pedagogy seeks to reconceptualize and inclusive of a nation’s
diversity, and to shape the frames of references, perspectives, and concepts that
make up school knowledge.
 Bank identified four types of knowledge and described their implications for
multicultural teaching.
 Teachers need to be aware of the various types of knowledge so that they can
structure a curriculum that helps students to understand each type.
 Teachers also need to use their own cultural knowledge to enrich teaching and
learning.

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Types of knowledge
Personal/cultural
knowledge
Popular
knowledge
Mainstream
academic
knowledge
Transformative
Knowledge

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1. Personal/cultural knowledge
• consists of the concepts, explanations and interpretations
that students derive from personal experiences in their
homes, families, and community cultures.
• Cultural conflict occurs in the classroom because much of
the personal/cultural knowledge that students from diverse
cultural groups bring to the classroom is inconsistent with
school knowledge and with teacher’s personal and cultural
knowledge.
2.The Popular knowledge
• is institutionalized by the mass media and has a strong
influence on values, perceptions, and behavior of children
and young people.
• Some of the messages and images carried by the media
often reinforce the stereotypes and misconceptions about
racial and ethnic groups that are institutionalized within
the larger society.
• The teacher needs students to view these films, and other

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3. Mainstream academic knowledge
• constitutes the concepts, theories, and explanations
that of traditional Western-centric knowledge in
history and in the social and behavioral sciences.
4.Transformative academic knowledge
• challenges the facts, concepts, paradigms, themes,
and explanations routinely accepted in mainstream
academic knowledge.
• seek to expand and substantially revise established
canons, theories, explanations, and research methods.

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• Multicultural feminists have designed models to help teachers to teach students
how knowledge is constructed and how to formulate their own interpretations of
reality.
• In this curriculum Model, the teacher moves from a male-defined curriculum to
a curriculum that is gender-balanced. The phases are as follows:
 contributions, bifocal, women’s, and gender-balanced curriculum. In the:
Contributions curriculum a male framework is used to insert
women into the curriculum;
Bifocal curriculum world is viewed through the eyes of
women and men.
Women’s curriculum subjects of primary importance to women
are investigated.
Gender-balanced curriculum investigates topics and concepts that
are important to women but also considers how women and men relate to each
other.

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3. Prejudice Reduction
Prejudice:
 is a negative or hostile feeling or attitude toward a group or a person who belongs
to a particular group because she/he is presumed to have the negative qualities
ascribed to the group.
 The group categories upon which these negative attitudes are based can be wide-
ranging, including categories such as race, social class, gender, religion, age,
sexuality, ability, and ethnicity.
 is a frame of mind or an attitude which prejudges a person or group without
sufficient experience or evidence.
 occurs when negative attitudes concerning a social group are extended toward an
individual based upon that individual’s perceived membership in the group.
 Discrimination occurs when there is an action (based on the prejudice), which denies
a person or group equality of treatment or denial of certain rights.
 Prejudices and stereotypes have been a common feature in human relationships.
 A stereotype is an oversimplified generalization about a particular group, which is
usually negative and unfavorable, without sufficient basis.

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Prejudice Reduction………
 Prejudicial attitudes and beliefs undermine principles of social justice in a
democracy.
 Prejudice in schools is especially troubling because schools are public places in which
students learn to negotiate and construct knowledge of differences.
 The impact of prejudicial attitudes on students is wide ranging, spanning from lower
school performance to poor physical and mental health.
 The reduction of prejudice is vital for equitable and vigorous learning environments
that foster students’ academic, mental, and physical health.
 Hence, it is a necessary component of multicultural education.
 As Gordon Allport (1954) prejudice can be significantly reduced by interracial
contact if the contact situations have these characteristics:
• they are cooperative rather than competitive;
• the individuals experience equal status; and
• the contact is sanctioned by authorities such as parents, principals and teachers.
As Dovidio et al. (2004), prejudice attitudes has three components; cognitive, affective
and behavioral , affective, and behavioral

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Prejudice Reduction………..
M.E addresses these three components in
prejudice reduction process
Cognitive
Component
encompasses the
negative thoughts or
beliefs students have
concerning an
individual or group.
Affective
Component
entails to transform
negative student
feelings to build
positive affective
ties with peers by
placing value upon
relationships.
Behavioral
Component
Students can examine
past experiences with
inter-group contacts
and role-play future
contacts with positive
behavioral outcomes.

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Prejudice Reduction………..
Prejudice reduction describes lessons and activities used by teachers to help students to
develop positive attitudes toward different racial, ethnic, and cultural groups .
The following are some of the ways that teachers can help students deconstruct prejudicial
knowledge.
 By facilitating environments of positive inter-group contact. Prejudice may be reduced
by equal status contact between majority and minority groups in the pursuit of common
goals.
 Allport’s (1979) put four conditions for positive contact that are based upon democratic
principles of justice and equality. These are:
• equal status, common goals, cooperation, and institutional support.
 Equity pedagogy, which is inclusive of all aspects of school policies and curricula.
• It involves “teaching strategies and classroom environments that help students from
diverse racial, ethnic, and cultural groups attain the knowledge, skills, and attitudes
needed to function effectively within and help create and perpetuate a just, humane, and
democratic society”.
• Positive inter-group contact conditions foster democratic attitudes that help all students
reduce prejudice and learn equitably.

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4. Equity Pedagogy
Equity:
• refers to fairness.
• in education it refers to accessibility of education as well
as provision of accessible curriculum to all students.
• is very fundamental for all students since educational
excellence is unattainable for any student when certain
groups are denied a fair chance to receive the highest
quality education.
• It is providing access to schools for students from
diverse backgrounds; building a culture where they feel
authentically included and ensuring that they succeed.
• These are teaching techniques and strategies that
designed to improve the academic achievement of
diverse students.

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Equity Pedagogy………..
Equity Pedagogy:
• includes using a variety of teaching styles and
approaches that are consistent with the range of
learning styles within various cultural and ethnic
groups.
• includes using cooperative learning techniques to
enhance the academic achievement of the marginalized
groups of students.
• rejects the cultural deprivation paradigm that was
developed in the early 1960s.
• assumes that students from diverse cultures and groups
come to school with much strength.
• constitute culturally responsive teaching, which means
using the cultures and experiences of different ethnic
groups as filters for teaching knowledge and skills
schools is crucial.

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The major domains of Culturally responsive teaching
consists of:
• multicultural content;
• pluralistic classroom climate and learning environments;
• teacher attitudes and expectations towards diversity;
• building community among diverse learners;
• caring across cultures;
• use of multiple teaching techniques that are congruent
with the cultural backgrounds, values, experiences, and
orientations of different ethnic groups;
• developing personal efficacy and an ethos of success
among diverse students; and
• using culturally informed assessment procedures to
determine learning needs, knowledge acquisition, and
skill proficiencies.

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Dimensions of culturally responsive pedagogy
(All three dimensions significantly interact in the teaching and learning
process and are critical to understanding the effectiveness of culturally
responsive pedagogy)
Institutional
reflects the
administration
and its policies
and values
Personal
refers to the
cognitive and
emotional
processes teachers
must engage in to
become culturally
responsive.
Instructional
includes
materials,
strategies, and
activities that
form the basis of
instruction.

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In sum:
 Teachers practice culturally responsive teaching when equity pedagogy is implemented.
 Teachers fulfill their responsibility to all students by:
 using instructional materials and practices that incorporate important aspects of the
family and community culture of their students.
 using cultural knowledge, prior experiences, frames of reference, and styles of
ethnically diverse students to make learning more relevant and effective.
 establishing and maintaining standards of behavior that require respectful treatment of
all in the classroom.
 role modeling, demonstrating fairness and reminding students that difference is
normal.
 ensuring that all students have an equal opportunity to achieve to the best of their
ability.
Therefore, equity pedagogy exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse racial, cultural, and
social-class groups.

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5. Empowering school culture and social structure
The four dimensions of M.E. above each deal with an aspect of a culture or social
system: the school. School can also be conceptualized as:
 one social system that is larger than its interrelated parts .
 an institution that includes a social structure of interrelated status and roles.
 a cultural system with a specific set of values, norms, ethos, and shared meanings.
 The empowering school culture and social structure dimension of multicultural
education involves :
 restructuring the culture and organization of the school so that students from
diverse racial, ethnic, socioeconomic, and language groups experience equality.
 the creation of relationships that are based on mutual and reciprocal respect for
cultural differences that are reflected in school-wide goals, norms, and cultural
practices.
 facilitates the practice of multicultural education by providing teachers with
opportunities for collective planning and instruction, and by creating democratic
structures that give teachers, parents, and school staff shared responsibility for
school governance.

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Empowering school culture and social structure………
To make the institution more culturally responsive, reforms must occur in at least
three specific areas:
1. Organization of the school
• This includes the administrative structure and the way it
relates to diversity and the use of physical space in planning
schools and arranging classrooms.
2. School policies and procedures
• refers to those policies and practices that impact on the
delivery of services to students from diverse backgrounds.
3. Community involvement
• is concerned with the institutional approach to community
involvement in which families and communities are expected
to find ways to become involved in the school, rather than
the school seeking connections with families and
communities.

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Conclusion:
To implement multicultural education effectively, teachers and administrators
must attend to each of the five dimensions of multicultural education described
above.
Teachers should :
 use content from diverse groups,
 help students to understand how knowledge in the various disciplines is
constructed,
 help students to develop positive inter-group attitudes and behaviors, and
 modify their teaching strategies so that students from different racial, cultural,
and social-class groups will experience equal educational opportunities.
The total environment and culture of the school must also be transformed so
that students from diverse ethnic and cultural groups will experience equal
status in the culture and life of the school.
• Although the five dimensions of multicultural education are highly interrelated,
each requires deliberate attention and focus.

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1.4 APPROACHES TO MULTICULTURAL EDUCATION
(Banks)
Approache
s to
Multicultu
ral
Education
Contribu
tion
Additive
Transfor
mative
Social
Action

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APPROACHES TO MULTICULTURAL EDUCATION…………….
1. The Contribution Approach
• Reflects the least amount of involvement in M.E.
• Teachers insert isolated facts about ethnic minority,
cultural group into the curriculum without changing the
structure of their lesson plans and units. Often used, mainly
during ethnic minorities holidays celebrations and special
events from various cultures.
• In this approach, cultural diverse books and issues are not
specified as part of the curriculum.
2. The Additive Approach
• Content, concepts, themes, and perspective are added t
without changing its basic structure.
• This involves incorporating literature by and about people
from diverse cultures into the mainstream curriculum
without changing the curriculum.
• However, this approach does not necessarily transform
thinking.

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APPROACHES TO M. E…………………
3. The Transformative Approach
•Actually changes the structure of the curriculum and
encourages students to view concepts, issues, themes, and
problems from several ethnic perspectives and points of
view.
•This type of instruction involves critical thinking and
involves a consideration of diversity as a basic premise.
4. The Social Action 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
important about it.

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Unit Two
Diversity and Educational Challenges of
Minorities in Multicultural School Setting
Introduction
 We live in a world with an abundant array of diversity.
 This chapter concerns the education of students from diverse cultural, linguistic, etc
backgrounds.
 The issues of diversity can be quite complex and challenging for classroom teachers.
Unit Objectives: At the end of the unit the student will be able to:
• Describe the different forms of diversity in societies.
• Explain the concepts of stereotypes, prejudices, ethnocentrism, etc.
• Analyze the educational problems faced by diverse social groups in a multicultural
context.
• Discuss strategies for combating racism, sexism and other problems in educational
institutions.
Activity: a group of 4 members 5’
 Discuss the major forms of diversity that you observe both in the societies and schools?
 Is diversity a challenge or an opportunity in school setting? Why? Discuss!

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2.1.Major Forms of Diversity
• Diversity is a fundamental aspect of our world and a defining characteristic of the
field of education.
• The major forms are learning styles, gender, race, ethnicity, social class, religion,
disability etc.
A/ LEARNING STYLES
 A learning style refers to the way people learn new information.
 It includes how information is processed and how study habits differ.
 The preferences are associated with which senses a learner uses more when learning.
 The concept of learning styles finds its basis in learning styles theory.
 Learning styles theory states that students prefer one way or style of learning over
another.
 The theory suggests that designing educational experiences, curriculum, and
instruction that match student learning styles may improve academic achievement.
 Learners use all three to receive information, but the dominant style defines the best
way for a person to learn new information.
 Thus based on sensory receivers the major categories of learning styles are:

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Major categories of learning styles:
Based on sensory receivers:
Visual
Learners
Auditory
Learners
Kinesthetic
learners

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Learning styles……….
Visual
 this type of learners prefers to learn through
observation and reading.
 They are helped by charts, demonstrations, and
other visual aids.
 Thus, teachers can scale up learning of such
students by providing visual material, pose
questions during auditory input, emphasis key
points and provide diagrams.
Auditory
 These learners highly prefer learning through
listening than other means.
 Teaches help this kind of students by providing a
brief explanation of what is coming, summarizing
orally what has been covered.
 Besides, brainstorming, questioning and
debriefing allows them to make connections
between what they have learnt.
Kinesthetic
 They learn best by doing, manipulating, and
moving.
 They tend to lose concentration if there is little or
no external stimulation or movement.
 Therefore, teachers should help them by providing
different activities and keeping their mind and
hand in action.

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B/ Race and Ethnicity
Race
•attempts to categorize human beings into distinct groups according to phenotypes or physical traits (e.g., skin
color, eye shape, etc).
•Throughout history, race as been used as a social, cultural, and biological construct to group people.
Ethnicity • is defined by group membership based on genealogy, national origin, and ancestry.
• does not change, even though the characteristics of a specific ethnic group’s culture may change.

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C/ Gender
Gender
•Sex stands for being biologically male or female.
•Whereas gender is role attributed to male and female in a given society.
•Thus, gender is the socially and psychologically appropriate behavior for the males and females sanctioned by and expected within
a society.
•Recognition of gender is one of important manifestation of social equality and an area of interest in multicultural education.
D/ Social class
•There is no commonly known criterion for determining social classes.
•However, variables such as income, education, occupation, lifestyle, and values are among the most frequently used indices/guides
to determine social class status.
•refer to “distinctions not only in income but also in property ownership, occupation, education, personal and family life, and
education of children”

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D/ Religion
 Schools should provide secular education in the country.
 Thus,, the ETP 1994 addresses multicultural expectations and directives in
education in terms of :
 promoting tolerance, mutual understanding, peaceful conflict resolution and
management, equality, justice, liberty, dignity, moral values, democratic culture,
and respect for human rights that can contribute to the promotion of coexistence
among the followers of different religions in the country.
E/ Disability
 For disabled students in H.E, “there are two separate, but inter-linked, access issues”:
equal access to education provision, or “programme access”, and, once a student has
achieved this, “curriculum access”, where “reasonable adjustments” may be made to
teaching and assessment strategies.
 Konur (2006) describes four types of curriculum adjustments, which will be familiar to
most academics:
A/ Presentation format - the form of curriculum delivery, which may be adjusted
according to the learning preferences of individual students;
B/ Response format - the format of the student’s response, which may be in the same
format as the adjustment to presentation;
C/ Timing of access to the curriculum: or example, extended time for course work and
examinations;
D/ The setting in which examinations, lectures or work placements take place.

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Disability…………
There are three approaches to the assessment of students with disabilities:
1.The contingent approach: where special arrangements, such as extra, separate rooms for exams,
etc, are made in order to assimilate the students into the existing assessment system.
 Such arrangements are compensatory and reflect the medical model of disability;
2. The alternative approach: where a repertoire of different assessments for disabled students is
built into a programme of study at the course design stage.
 This approach can reflect and cater for individual learning preferences, but still considers the
approach to be compensatory in nature because it emphasizes the notion of disabled students
as different;
3. The inclusive approach: where a flexible range of assessment methods, designed to assess the
same intended learning outcomes.
 The approach improves the chances of all students to demonstrate the achievement of the
learning outcomes without labeling disabled students as different and in need of compensation
for their disabilities, thus promoting an inclusive learning environment from the start,
reflecting disabled students’ expectations in relation to equity in their learning experience.
 The approach to assessment design will reduce the need for contingent and alternative
arrangements, which are currently prevalent in HE and which take up a huge amount of time
for both academic and support staff.

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2.2.The Social Construction of Identities
 As human beings we develop different forms of social identities that makes it
possible to live together.
 We further construct our identities to suit our ever-changing environments.
 These different identities are important forms of cultural differences that have
evolved in society during time.
 These identities also shape the lives of people around the world.
 By understanding that Social identity is constructed through socialization.
 Socialization is a process by which adults or children learn certain types of
behavior, roles and values.
 These behaviors are learnt from parents, friends, school and the environments
humans engage in, to become functional members of society.
 These various groups, institutions and individuals can be referred to as the
'agents of socialization’.
 This learning process starts from childhood and continues to adulthood, and the
process is ongoing.

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2.3 Stereotypes and Prejudices
 A stereotype is an oversimplified generalization about a particular group, which is usually
negative and unfavorable, without sufficient basis.
 Prejudice is learned from family, peers and social environment; it is not instinctive.
Environment and Family:Families along with environment work together to establish a child’s
experiences through interaction.
The processes of racism and prejudice directly affect a child’s experiences; therefore a child
socialization development of negative views is established by these influential contributions from
family and environment together.
Cultural Influences from Families: cultural differences in families have strong effects on how children
perform socially and academically .
Child Friendship Selection: Boys and girls had more mutual friends of same sex and race at early
stage.
 When they grew old an increase in bias preferences toward same race and same sex relationships.
 Girls were found to have smaller friendship circles as boys.
 Boys but not girls gained more friends with same sex and cross race as they got older.
 Children who gained more friends in general added more same sex/cross race friends than
children who did not gain more friends as they got older.
 Thus, race in friendship selection persisted to matter only when the peer was the same sex as the
evaluator.
 Sex of friends was first consideration in selection of friends over race in children’s friendship
networks that children’s inter group attitudes are consistent and affect how children form attitudes
and behavior for their inter group.

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Stereotypes and Prejudices……
Education to Change Unawareness of Prejudice:
 Education is key to reduce prejudice and to help society increase respect
and tolerance among all people.
 Educators need to involve the family in all aspects of anti-prejudiced
education.
 Educators also need to incorporate new techniques to stimulate knowledge
of cultural differences, balance student’s values outside their comfort area,
and develop self-awareness in a proper moral society.

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2.4 Ethnocentrism
 Ethnocentrism is the tendency to believe that one's ethnic or cultural group is
centrally important, and that all other groups are measured in relation to one's
own.
 "Ethnocentrism" is a commonly used word in circles where ethnicity, inter-
ethnic relations, and similar social issues are of concern.
 The usual definition of the term is "thinking one's own group's ways are
superior to others" or "judging other groups as inferior to one's own".
 "Ethnic" refers to cultural heritage, and "centrism" refers to the central
starting point... so "ethnocentrism" basically refers to judging other groups
from our own cultural point of view.
 To address the deeper issues involved in ethnocentrism can be defined as:
making false assumptions about others' ways based on our own limited
experience.
 The key word is assumptions, because we are not even aware that we are
being ethnocentric... we don't understand that we don't understand.

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2.5 Discrimination in Schools
Discrimination:
 occurs when someone is treated unfairly or badly in certain respects.
 happens because people have stereotypical or prejudiced ideas or beliefs about other
people because they happen to belong to a particular group of people or because they
have certain personal characteristics or attributes.
 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.
 Can also happen in a more indirect way. In some cases treating everybody the same can
be unfair because it disadvantages a whole group of people.
 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.
 Direct discrimination: occurs when one person treats another person less favorably than
they would another because of a protected characteristic.
 Discrimination based on association is also illegal.
 Discrimination based on perception is unlawful.
 Combined discrimination claims: 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).

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Discrimination based on:
Sex
Breastfeeding, Sexual Orientation & Pregnancy
Status
• Career Status, Parental Status & Marital Status
Our Choice
• Personal Association, Family Responsibility, Culture,
Political Belief
Economy
Employment Activity, Industrial Activity

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UNIT THREE
TEACHING STRATEGIES IN MULTICULTURAL CONTEXT
Unit Objectives: At the end of the unit, the student will be able to:
 Explain the concept of culturally responsive pedagogy.
 Discuss the cultural foundations of teaching and learning.
 List down the different strategies of teaching in a culturally diverse
context.
 Apply teaching strategies in diverse contexts.
 Master skills of managing classrooms in a multicultural context.
 Develop culture-fair, gender-fair assessment tools.
 Develop attitudes of avoiding bias in testing and grading.
 Mention the chief characteristics of the multicultural teacher.
Activity
 What do you understand about culturally responsive pedagogy?
 Discuss in your group the different strategies of teaching do you
think are appropriate to be used in a culturally diverse context?

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3.1. Teaching in a multicultural perspective:
Culturally Responsive Pedagogy
Culturally Responsive Teaching :
 Defined as using cultural knowledge, prior experience, and performance styles of
diverse students to make learning more appropriate and effective for them;
 it teaches to and through the strengths of these students .
 Acknowledges the legitimacy of the cultural heritages of different ethnic groups,
 Builds bridges of meaningfulness between home and school experience,
 uses a wide variety of instructional strategies that are connected to different
learning styles,
 Teaches students to know and appreciate their own and each others’ cultural
heritages,
 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, transformative, and
emancipator.
 incorporate culturally appropriate social situations for learning and culturally
valued knowledge in curriculum content.

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Culturally Responsive Pedagogy……….
 Multidimensional nature of culturally responsive teaching :
 involves curriculum content, learning context, classroom climate, student-teacher
relationships, instructional techniques, and performance assessments.
 enables students to be better human beings and more successful learners.
 described as academic competence, self efficiency and initiative.
 Learners must believe they can succeed in learning tasks and have motivation to
preserve.
 Shor (1992) characterizes empowering education as a Critical democratic pedagogy
for self and social change.
 It is a student-centered program for multicultural democracy in school and society.
 It approaches individual growth as an active, cooperative and social process,
because the self and society create each other.
 The goals of this pedagogy is to relate personal growth to public life, to develop
strong skills, academic knowledge, habits of inquiry and critical curiosity about
society, power inequality and change.
 The learning process is negotiated requiring leadership by the teacher, and mutual
teacher –student authority.
 In addition, the empowering class does not teach students to seek self-centered gain
while ignoring public welfare.

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Culturally Responsive Pedagogy……….
 Transformative Culturally responsive teaching means respecting the cultures and
experiences of various groups and then uses these as resources for teaching and
learning.
 It appreciates the existing strengths and accomplishments of all students and
develops them further in instruction.
 Banks(1991) asserts that if education is to empower marginalized groups, it must be
transformative.
 Being transformative involves helping “students to develop the knowledge, skills,
and values needed to become social critics who can make reflective decisions and
implement their decisions ineffective personal social, political, and economic
action".
 In general, culturally responsive teaching:
 recognize, respects and uses students identities and backgrounds as meaningful
sources for creating optimal learning environments.
 is emancipator that is liberating.
 guides students in understanding that no single version of “truth is total and
permanent”.

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3.2 Cultural Diversity and its Influence on
Teaching and Learning
 Some cultural differences have a more substantial impact on learning than others.
 E.G. The relative value placed on individualism, collectivism and mutual support.
 Other culturally-inflected differences and dispositions that may have an influence
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
 Challenging the teacher compared with accepting everything the teacher says
 Willingness to take on board ideas which have not come from the teacher
 Risk taking as compared with a more conservative approach
 Acceptance of change or resistance to it
 Receptivity to new ideas
 Team-building
 Participation in group discussions.

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Cultural Diversity and its Influence on
Teaching and Learning…………….
Independent learners
 Students may have great difficulty in becoming independent learners.
 High dependence on teachers in the past may make them feel totally lost in their new environment.
 As a result, they may need quite a high level of guidance and support in order to develop the skills
required of independent learners.
Interdependent learners
 Cooperation and team skills are highly valued.
 Both independent and interdependent learners are highly desirable.
Task-orientated vs. relationship building approaches
 Students who are more task-orientated will find it frustrating if some students prioritize relationship
building.
 Tutors may find it helpful to bear this in mind when supporting group work.
Group commitment
 Not all students will be equally committed to their peers in small groups. Some students who are
highly motivated while others do not have the same group commitment.
 This leads to the more dynamic and enthusiastic students end up doing most of the work in order to
earn a high mark for the group.
 Tutors may be aware of this situation but do not find it easy to intervene to good effect.

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Teaching and Learning…………
Expectations of the teacher
 These can have a major influence on learning.
 For example, those who are used to being dependent on their teacher to provide them
with knowledge will find it hard to cope when asked to perform tasks involving
independent learning.
 They may find it shocking that they are given basic guidance and are then expected to go
off and find things out for themselves.
Challenging the teacher
 There may be such a cultural proscription on openly challenging the teacher that some
students will be highly embarrassed when asked to do so and will do all in their power to
avoid it.
 In many cultures all knowledge comes from the teacher and it is simply not possible to
question what the teacher has said.
 It is fine to ask clarifying questions but it is not acceptable to raise more controversial
questions, which may be seen to be challenging the authority of the teacher.

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Teaching and Learning…
Putting forward students' own ideas
 Some students may find it hard to discuss ideas that have not come from their teacher.
 Some students will need plenty of practice before they are confident in stating their own opinions in
front of others.
Risk-taking
 Particularly where students are more dependent on their teacher, there may be a complete
unwillingness to engage in risk-taking.
 This will be especially important in cultures where the maintenance of ‘face’ and the avoidance of the
loss of ‘face’ are valued very highly indeed.
 The ability to start taking even quite small risks can only be developed over time in a secure
environment.
Acceptance of change or resistance to it
 This depends on a number of interconnecting factors: personality, previous experience, cultural
background, willingness to take risks, and perceived rewards compared with the fear of failure.
Being receptive to new ideas
 It must be assumed that since international students have come to study in the UK, they will be
receptive to new ideas to a certain extent. However, their motivations in coming here will be very
diverse and they may not have given deep consideration to the fact that they will be exposed to a range
of new ideas which may be totally unfamiliar to them.

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Teaching and Learning…
Team building
 Many students may regard assignments involving team building as irrelevant.
 Where they have very bad experiences as team members they may be quite negative and
hostile towards this concept.
 team building skills are important factor in equipping students for life beyond school.
 Assignments involving team work need to be designed with care to ensure that they
produce the desired outcomes.
Participation in group discussions
 Participation can be exceedingly difficult for those students who are used to sitting and
listening to the teacher.
 Many will not have been required to express their opinion before and will initially be
extremely reluctant to do so.
 The engagement of students in group discussions is an important part of university
education, yet it is a subject that fills many international students with dread.
 Group discussions must be organized with great care and sensitivity if everybody is to be
actively engaged in them.

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3.3 Strategies for teaching and Learning
in Diverse Setting
 Build on the knowledge that students bring into classrooms, particularly that knowledge
which is shaped by their family, community, and cultural histories.
 Family pedagogy is also vital.
 Teachers must come to understand the real lived experience of the families and children
they teach.
 Teacher diversity capital is intended to name the type of teaching enhancement that
embraces emotion and drives teachers to seek new opportunities and ideas for building
positive relationships with students and families from culturally diverse backgrounds.
Teacher capital, is the knowledge, skills, and dispositions to be an “effective” teacher.
 Diversity capital can in turn afford teachers the knowledge, skills, and dispositions
needed for a sustainable commitment to, validation of, and exchange with culturally
diverse students and families
 Good teachers already implement diversity capital.
 In order to offer positive information regarding student progress the teacher need to:
 Call each child’s family with positive information.
 Provide family during the school year with positive information.
 Send a positive message via audio or audio/visual medium regarding each student.

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3.4 Managing Diversity in the Classroom
 The following are some major points to take into consideration while handling diversified groups
in classrooms.
Help teachers prepare themselves for a better management of the teaching and learning process.
• Educate and Sensitize Oneself to Cultural Diversity
• Celebrate Cultural Differences in the Classroom
• Learn About the diversity in your Classroom
• Consider Students’ Needs First
• Learn to Communicate with Culturally Diverse Parents
3.5 Assessment in Multicultural Setting
Suggestions for Improving Multicultural Assessment
1. Concentrate on empirical and operational definitions of groups, not just labels.
2. Identify measures specifically designed for multicultural groups.
3. Encourage the consideration of cultural factors in the earliest conceptual stages of
instrument development.
4. 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.

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3.6. Characteristics of Effective Teachers in
multicultural settings
 Successful learning requires an intercultural approach where students are
responsible for listening to understand--both the perspectives of others
and for understanding their own perspectives and how they acquired
them.
 Understanding multiple learning styles allows one to focus on individual
students' own learning styles; sub-groups within a classroom community;
and the class as a learning community.
 Teachers can make students explicitly aware of how they and others learn;
they can discuss strengths and weaknesses in various learning methods.
 Making classroom a living laboratory for negotiating individual and
group differences as well as for negotiating ideas about the content and
concepts of the class.

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Unit Four
Curriculum in Multicultural Context
Unit Objectives : At the end of the unit trainees will be able to:
 Explain the concept of culturally relevant curriculum.
 Develop skills for selecting and organizing student experiences in
multicultural context.
 Select and use curriculum materials which are free of prejudices,
stereotype, bias, ethnocentrism, etc.
 Evaluate curriculum materials from a multicultural perspective.
 Plan and organize multicultural extracurricular and out of school
activities.
Activity
 What makes a given curriculum culturally relevant?
 Why do you think that multicultural extracurricular activities are
needed in the school?

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4.1 Fundamental Values 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.
1. The Contributions Approach (level 1) : Focuses on heroes, holidays, and discrete elements and is
the most extensively used approach to multiculturalism in the schools.
 The traditional ethnocentric curriculum remains unchanged in its basic structure, 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.
2.The Additive Approach (level 2): Adds 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 multicultural concepts,
issues, and groups.

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Characteristics of Culturally Relevant Curriculum……..
3. The Transformational Approach (level 3):
 Involves changing the structure of the curriculum to enable students to view
concepts, issues, events, and themes from the perspectives of minority groups.
 One now sees changes in the basic assumptions, goals, nature, and structure of
the curriculum.
4. The Social Action Approach (level 4) :
 Students make decisions on important social issues and take action to help
solve them.
 Students feel empowered and are proactive; they are provided with the
knowledge, values, and skills necessary to participate in social change.
 Student self-examination becomes central in this approach through value
analysis, decision making, problem solving, and social action experiences.

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4.2 Levels of integrating multicultural contents
 One strategy for creating multiculturally gifted education is to blend the works of Banks and
Banks (1993) and Bloom (1956).
 This framework, described below, serves as a guide for helping educators promote higher level
thinking based on Bloom's cognitive taxonomy (knowledge, comprehension, application,
analysis, synthesis, and evaluation) and to promote multicultural thinking based on the four
levels presented by Banks and Banks (1993).
 The lowest levels of both models (e.g., knowledge-contributions) involve fact-based questions,
statements, and activities that do not promote higher level thinking or substantive
multicultural experiences.
 Conversely, at the highest levels of both models (e.g., evaluation-social action), students think
critically about and take action on multicultural topics, concepts, material, and events.
 Here is an example of a lower level question contrasted with more complex multicultural
questions: "Name three songs that were popular during slavery" (knowledge-contributions).
 In contrast, "Predict how our nation would have prospered without slave labor. What other
forms of labor could have been used?" (analysis-transformation level).
 The following outline can help educators to develop questions and learning experiences that
are challenging, rigorous, and multicultural.

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Banks and Bloom Levels of integrating multicultural contents
1. Contributions approach
 Knowledge: Students are taught and know facts about cultural artifacts, events, groups, and
other cultural elements.
Example: Name three songs that were popular among slaves.
 Comprehension: Students show an understanding of information about cultural artifacts,
groups, and other cultural elements.
Example: Make an outline of events leading to the Civil War.
 Application: Students are asked to and can apply information learned on cultural artifacts,
events, and other cultural elements.
Example: Create a model of the underground railroad.
 Analysis: Students are taught to and can analyze (e.g., compare and contrast) information about
cultural artifacts, groups, and other cultural elements.
Example: Examine how stereotypes about minority groups might have contributed to slavery.
 Synthesis: Students are required to and can create a new product from the information on
cultural artifacts, groups, and other cultural elements.
Example: Write a story about the contribution of Greece to education.
 Evaluation: Students are taught to and can evaluate facts and information based on cultural
artifacts, groups, and other cultural elements.
Example: Critique the work of a famous American Indian artist.

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2. Additive approach
 Knowledge: Students are taught and know concepts and themes about cultural groups.
Example: List three factors that contribute to prejudiced beliefs.
 Comprehension: Students are taught and can understand cultural concepts and themes.
Example: After reading a biography about a famous person of color, summarize the racial
barriers that the person faced.
 Application: Students are required to and can apply information learned about cultural
concepts and themes.
Example: Find a book or song that discusses the problems of racial prejudice in society.
 Analysis: Students are taught to and can analyze important cultural concepts and themes.
Example: Compare and contrast the writings of W.E.B. DuBois and Booker T. Washington on
issues of racial discrimination.
 Synthesis: Students are asked to and can synthesize important information on cultural
concepts and themes.
 Example: Write a play about the Spanish Inquisition.
 Evaluation: Students are taught to and can critique cultural concepts and themes.
Example: Write a paper explaining why you think it is important (or not important) to learn
about prejudice.

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3. Transformative approach
 Knowledge: Students are given information on important cultural elements, groups, and can
understand this information from different perspectives.
Ex: Describe how ………?
 Comprehension: Students are taught to understand and can demonstrate an understanding of
important cultural concepts and themes from different perspectives.
Example: Explain why ……..?
 Application: Students are asked to and can apply their understanding.
Example: Read an essay and write a paper showing how ……...?
 Analysis: Students are taught to and can examine important cultural concepts and themes
from more than one perspective.
Example: Predict how what other forms of labor could have been used?
 Synthesis: Students are required to and can create a product based on their new perspective or
the perspective of another group.
Example: Develop a survey regarding students' experiences on prejudice?
 Evaluation: Students are taught to and can evaluate or judge important cultural concepts and
themes from different viewpoints (e.g., minority group).
Example: Evaluate or judge the ……………….?

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4. Social action approach
 Knowledge: Based on information on cultural artifacts, etc., students make recommendations for social action.
Example: What would you have done ……..?
 Comprehension: Based on their understanding of important concepts and themes, students make
recommendations for social action.
Example: What can be done to improve how the media portray minorities?
 Application: Students are asked to can apply their understanding of important social and cultural issues; they
make recommendations for and take action on these issues. Example: Review three to five sources on affirmative
action……………..?
 Analysis: Students are required to and can analyze social and cultural issues from different perspectives; they
take action on these issues.
Example: Share the results with storeowners?
 Synthesis: Students create a plan of action to address one or more social and cultural issues; they seek important
social change.
Example: Form a school club whose goal is to create a sense of community and respect in the school building?
 Evaluation: Students critique important social and cultural issues, and seek to make national and/or international
change.
Example: Examine school policies to see if democratic ideals are present?

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4.3 Selecting and Evaluating Multicultural Materials
a/ Delivery
 Delivery must acknowledge and address a diversity of learning styles while challenging
dynamics of power and privilege in the classroom.
 Vary instructional techniques : Lecture, Cooperative Learning, Dialogue, Individual
Work, Student Teaching
 Understand the dynamics of power in the classroom .
 Challenge the notion of Teaching as Mastery.
b/ Content
 Content must be complete and accurate, acknowledging the contributions and perspectives of
all groups.
 Ensure that the content is as complete and accurate as possible.
 Avoid tokenism—weave content about under-represented groups.
 Study the history of discrimination in curriculum.
C. Teaching and Learning Materials
 Teaching and learning materials must be diverse and critically examined for bias.
 Vary instructional materials. Texts, Newspapers, Videos/Movies, Games, etc.
 Examine all materials for bias and oppressive content.
 Diversify images and content in bulletin boards, posters, and other constantly-visible
materials.

Selecting and Evaluating Multicultural Materials
d/ 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.
 Present content through a variety of lenses, not just those of a few heroic characters.
e/ Critical Inclusivity
 Students must be engaged in the teaching and learning process—transcend the banking method
and facilitate experiences in which students learn from each other's experiences and
perspectives.
 Bring the perspectives and experiences of the students themselves to the foreground 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.
 Make content and delivery relevant for the students—facilitate experiences in which they
connect it with their everyday lives. 85

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Selecting and Evaluating Multicultural Materials……..
f/ Social and Civic Responsibility
 To prepare students to be active participants in an equitable democracy, social
justice and civic responsibility:
 Starting with the youngest students, incorporate discussions about difference
and inequality into your lessons.
 Look for ways in which recognized names in various disciplines used their work
and stature to fight social injustices.
 When an opportunity arises to address racism, sexism, homophobia, classism,
or other forms of oppression, facilitate it.
 Have honest discussion with your students.
 Connect teaching and learning to local community and larger global issues.
g/ Assessment
 Curriculum must be constantly assessed for completeness, accuracy and bias.
 Work with a cohort of teachers to examine and critique each other's curricular
units, lesson plans, and entire frameworks.
 Request and openly accept feedback from your students.
 Return to this model from time to time to make sure you haven't reverted to
former practices.

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4.4. The Hidden Curriculum in Multicultural context
Hidden curriculum:
 refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that
students learn in school.
 While the “formal” curriculum consists of the courses, lessons, and learning activities students
participate in, as well as the knowledge and skills educators intentionally teach to students, the
hidden curriculum:-
 consists of the unspoken academic, cultural, and social messages that are communicated to
students while they are in school.
 concept is based on the recognition that students recognize and absorb lessons in school that
may or may not be part of the formal course of study—for example, how they should interact
with peers, teachers, and other adults; how they should perceive different races, groups, or
classes of people; or what ideas and behaviors are considered acceptable or unacceptable.
 is described as “hidden” because it is usually unacknowledged or unexamined by students,
educators, and the wider community.
 also extends to subjects, values, and messages that are omitted from the formal curriculum
and ignored, overlooked, or disparaged by educators.
 in any given school encompasses an enormous variety of potential intellectual, social, and
environmental factors.
 can reinforce the lessons of the formal curriculum.

88
Hidden Curriculum in Multicultural context…………..
 The hidden curriculum in any given school encompasses an enormous variety of
potential intellectual, social, and environmental factors. Some of these are:
 Cultural expectations: The academic, social, and behavioral expectations established
by schools and educators communicate messages to students.
 For example, one teacher may give tough assignments and expect all students to do
well , while another teacher may give comparatively easy assignments and
habitually award all students passing grades, even when their work quality is low.
 Cultural values: The values promoted by schools, educators, and peer groups, such
as cliques, may also convey hidden messages.
 In one school, students learn that following the rules, acting in expected ways, and
not questioning adults are rewarded behaviors, while in other schools students learn
that personal expression, taking initiative, or questioning authority are valued and
rewarded behaviors.
 Cultural perspectives: How schools recognize, integrate, or honor diversity and
multicultural perspectives may convey both intentional and unintended messages.
 Curricular topics: The subjects that teachers choose for courses and lessons may
convey different ideological, cultural, or ethical messages

89
Hidden Curriculum in Multicultural context…………..
 Teaching strategies: The way that schools and teachers choose to educate students can
convey both intentional and unintended messages.
 School structures: The way that a school or academic program is organized and operated
can convey messages to students.
 Institutional rules: The formal rules in a school may communicate a wide variety of
intentional and unintentional messages to students.
 For example, some schools require students to wear school uniforms, and others have
very liberal or permissive clothing policies.
 While the intent of formal school rules and policies tell students how they are expected to
behave, the degree to which they are enforced or unenforced, or the ways in which they
are enforced, may communicate messages the undermine or contradict their stated intent.
Generally speaking, the concept of a hidden curriculum in schools has become more widely
recognized, discussed, and addressed in recent decades.
 The hidden curriculum is, by nature, “hidden,” which means that many of its lessons and
messages are difficult to perceive or acknowledge.

90
UNIT FIVE:
CREATING A MULTICULTURAL SCHOOL
ENVIRONMENT
Unit Objectives: At the end of the unit the student will be able to:
 Describe the major characteristics of inclusive educational
environment.
 Analyze policies and strategies for promoting diversity in schools.
 Analyze mechanisms of helping students develop positive identities.
Activity
 What do you think are the major characteristics of inclusive
educational environment.
 What strategies do you recommend schools to promote diversity?

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5.1 Characteristics of inclusive educational environment
 Many educators have identified qualities that indicate an inclusive environment. Some of these
are:
 All students are welcomed in general education. The general education class (with support) is
the first option considered, regardless of disability type or severity.
 Students are educated in classes where the percentages of those with and without disabilities
are proportional to those percentages in the local population (e.g., 10%-12% have identified
disabilities).
 Students are educated with peers in the same age groupings available to those without
disability labels.
 Students with varying characteristics and abilities participate in shared educational
experiences while pursuing individually appropriate learning outcomes with necessary
supports and accommodations.
 Shared educational experiences take place in settings predominantly frequented by people
without disabilities (e.g., general education classrooms, community work sites).
 Educational experiences are designed to enhance individually determined outcomes for
students and seek individualized balance between the academic/functional and social/ personal
aspects of schooling.
 Students receive typically available supports such as classroom teachers, classmates, and
school counselors (sometimes referred to as "natural supports") and specialized supports such
as special educators, and therapists only as needed.
 Inclusive education exists when each of the previously listed characteristics occurs on an
ongoing, daily basis.

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5.2 Strategies for Promoting Diversity in the Institutional
Environment
 Examine your assumptions.
 Learn and use students’ names.
 Model inclusive language.
 Use multiple and diverse examples.
 Establish ground rules for interaction.
 Examine your curriculum.
 Strive to be fair.
 Be mindful of low ability cues.
 Provide accommodations for students with disabilities.
 Don’t ask people to speak for an entire group.
 Practice inclusive classroom behaviors.

93
5.3 Promoting Positive Self-esteem and Cultural Identities
 Feeling good about themselves is linked to greater personal resources that fostered success and
fewer problem behaviors that could have interfered with that success.
 Efforts to increase achievement will be more successful if they focus on self-esteem, personal
resources, and the reduction of problem behaviors rather than on fostering strong cultural
identity.
5.4 Multicultural efforts beyond the classroom
 It becomes difficult to learn about other cultures, without understanding about ones own
culture.
 Therefore, in laying out practical steps for incorporating a Multicultural curriculum into the
classroom it is important to first make sure that students understand their culture and where
they come from.
 There are six chronological steps which need to be taken in order to incorporate the "Social
Reconstruction" approach into the classroom.
 These steps need to start with the individuals personal understanding of their teacher and
themselves and then work toward understanding other people, their cultures, and how those
cultures relate to them personally.

94
Multicultural efforts beyond the classroom……………….
 Each of these steps must include practical activities and evaluations and involve the parents
as partners in the teaching process. (It becomes very difficult to teach children if the parents
aren't supportive of what is occurring in the classroom).
 In this way the students will be able to acquire an accurate understanding of the world in
which they live.
Step 1. To make the students aware of the teachers culture
 An idea of a practical theme to achieve this goal could be "Friendships".
 This is the perfect time for the teacher to model how he would like the students to do
activities.
 The teacher should also let the students work in an environment where they are able to
share, present, and comment on their work with one another.
 Thus, the teacher could make fair evaluations of the success of the activities.
Step 2. Concentrate on the students own personality and how they differ from others
around them.
 One would need to be careful that the activities used could be applied to all areas of the
curriculum, would involve the parents, and were applicable outside the classroom.

95
Multicultural efforts beyond the classroom……………….
Step 3 : Deal with the students family
 At this level the student would still be investigating their own culture trying to understand
their identity and where they comes from.
 Activities such as family trees might prove useful at this time.
Step 4: Focus on the community culture and its environment
In applying the "Social Reconstruction" approach into the classroom, at this level :
 student starts to become exposed to other ethnic groups and a deeper sense of multicultural
understanding could start taking place.
 Community walks with the students and parents could really deepen understanding of how the
community functions and how one can contribute to it.
 Such an activity could also be followed up and referred to in almost any subject area.
 Conducting interviews, collecting coins or stamps, discussing and working on projects which
deal with the importance of recycling, would all be a excellent ways to get to know people in the
community who may be from other cultural backgrounds.
 Such experiences are unlikely to be forgotten by the children and will motivate them to
contribute more of their efforts to the community.

96
Multicultural efforts beyond the classroom………
 Step 5: Studying the society's culture and environment at large
 Involve the parents and be applicable to all parts of the curriculum.
 Teach the children how they could contribute to solving the problems of our society.
 Step 6: Involve multicultural studies on the largest geographical scale of all
 Once the children thoroughly understand their background and culture it would be time to start
focusing more on foreign culture;
 Getting involved in the community and studying the environment would most probably involve
multiethnic contacts .
 The main emphasis here is that focus on foreign cultures and compare them to ours.
 Activities could involve research in Public Libraries while studying other countries, films, and
interviews.
 Parents should be involved at all times throughout the activities.
 Conclusion
 A successful application of these steps into the classroom will not only teach the students about
other cultures, but also show them how they can use this information to make of themselves
better people, and to make their family, their community, their society, and their world a better
place to for all to live.

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