Content Outline

 Concepts and definitions of

terms


Chapter Three: Teaching Strategies in

Multicultural Context
concepts and components of cultural responsive
pedagogy
Chapter Four: Curriculum in Multicultural
Chapter
Context Five: Creating Multicultural School
Environment
 Concepts and components of cultural responsive
Approaches of integration and nature of
environment
components
CULTURE, MULTICULTURALISM AND
MULTICULTURAL EDUCATION
 Defined:
 shared beliefs, values, customs, behaviors, technologies and
products.

adaptive
dynamic system
 CONT---

 Learned: observation and participation: enculturation and

 Enculturation : acquiring the characteristics of a given

 Socialization: learning the social norms of the culture.

 cultural heritage is not innately based on the

 Values: prestige, status, pride, loyalty, belief, & honor

 Nonverbal communication patterns: act or an

 Language: patterns in different and the same language

 Multiculturalism

 Willingly promoting legal, political and social recognition of

 Allows groups to maintain their unique cultural identities

 Liberate individual and groups from homogenized identities

 Produce a more open and respectful acceptance of cultural

difference (Lewis, 2008).
 Multicultural Education
 Defined:
 Comprehensive school reform that challenges any forms of
discrimination in schools and society and affirm pluralism.

 Concept that acknowledges the important role of diversity and

promote equality and social justice in education.

 Idea: states all students to have an equal opportunity to learn

 A reform movement: involves changes in total school
 Process: it’s goal never fully achieved and is never ending
(Bank,2001)
  McCarthy & Willis (1995) conceptualization of ME:

 Cultural understanding: promote idea of priding in one’s cultural

heritage; OR understanding of owns culture.

 Cultural competence: value cultural pluralism in curriculum, and

 Cultural emancipation: advocate a reformist curriculum, liberal

 Critical emancipator: promote concurrent transformation of

school and society.
 Cont---
Fundamental beliefs to multicultural education:


 Cultural differences

 Expression of human rights and respect for differences.

 Social justice and equality in design and delivery of

 Environment that is supportive of multiculturalism

 Goals of Multicultural Education
 Ultimate: effect social change
This incorporates three forms of transformation:
The transformation of self
The transformation of schools and schooling; and
The transformation of society

 own’s socialization and biases,

 understanding of people and happening around
 eliminating their prejudices
 constant process of self-examination and
transformation
 Student-centered pedagogy: active, interactive, relevant, &

Inclusive media and materials: diverse voice and perspectives

administrative hierarchies foster a positive classroom climate

Continual evaluation and assessment: alternatives measuring.

 CONT---

 application and maintenance of social justice and equity

 uses the transformation of self and school as a metaphor and

 Chinn (1990) five objectives of multicultural education:

1. Promote strengths and value of cultural diversity

2. Respect human rights and differences

3. Accept alternative life choices of people

4. Promote social justice and equality

5. Emphasis equal distributions of power and income

 Content integration: infusion of cultural concepts, facts, principles,

 Knowledge construction : understand influence of cultural assumptions

on ways social, behavioral, and science kge constructed.

 Prejudice Reduction: develop positive and tolerant attitude/ reduce

negative or hostile feeling or attitude.

 Equity pedagogy: fairness, rejects the cultural deprivation, and

facilitate academic achievement of students from diverse groups.

 Empowering school culture and social structure:

 Creating school culture that empower diverse students and promote
equity
 Implications of hidden curriculum.
 cont---

 Groups concerning education in multicultural society:

 Assimilationists: focus on supporting minority group to
participate in mainstream culture.
 Multiculturalists: focus cultural pluralism and social equality.
 Approaches to ME(Grant and Gomez, 2001)

 fit students in to existing social structure and culture

 encourage collaborative learning

 focus on social and cultural differences but not institutional

3. The single group Studies approach:

 focus on the histories and contemporary issues of oppression

of people.
 Cont---

◦ focuses on instructional methods that value cultural

knowledge and differences.
  Definition: Any form of difference exist among or

connects the teacher to the student and the students to each

other,
Is building block in the learning process,
Basis for next level of identification: national identification

 Source of diversity
Advancements in technology : increased the interaction
The world’s economy : globalized,
rapid expansion of immigration to industrialized countries
 Ethnicity: difference in genealogy, national origin, and ancestry

 Race: difference in phenotypes or physical traits (e.g., skin

color, eye shape).

 Language: difference in ways of interactions

 Gender: socially constructed differences of men and women
 Social class: difference in socio-economic status

 Religion: difference beliefs

 Disability: condition of being unable to perform as a

consequence of physical or mental unfitness.
  Defined:
 unfair or bad treatment in certain respects
 Resulted from stereotypical or prejudiced ideas or beliefs

 Category :
 Direct: based on association, perception, claims
 Indirect : provision, criterion or practice appears neutral, but

 Harassment: unwanted conduct : intimidating, hostile,

degrading, humiliating; offensive environment ; violating the
complainant’s dignity

 Victimization: treating less favorably because he or she has

 CULTURALLY RESPONSIVE PEDAGOGY
 Defined:
 Pedagogy for plurality, grounded in cultural knowledge of
differences.

 constitute culturally responsive

teaching
 facilitates and supports the achievement of all students.

 culturally responsive teaching

 defined:
using the cultures and experiences of different ethnic groups as
filters for teaching.
 CULTURALLY RP---

 Domains of Culturally responsive teaching :

. Multicultural content;

. Pluralistic class climate and learning environments;

. Teacher attitudes and expectations towards diversity;

. Building community among diverse learners;

. Caring across cultures;

. Use of multiple teaching techniques;

. Developing personal efficacy and an ethos of success;

. Using culturally informed assessment procedures.

 CULTURALLY RP---

 Culturally responsive classroom:

 the strengths students bring to school are identified, nurtured,
and utilized to promote student achievement.

 Culturally Responsive Teachers:

 practice culturally responsive teaching /implement equity
pedagogy.

 Use instructional materials incorporate family & community

culture

 Use the cultural knowledge, prior experiences, frames of

reference, and performance styles.
 CULTURALLY RP---

 Dimensions of Culturally responsive pedagogy :

Institutional:
 administration and its policies and values

Personal:
 cognitive and emotional processes of teachers

Instructional
 : materials, strategies, and activities

 All dimensions are significant and critical to understand the

effectiveness of culturally responsive pedagogy.
 CULTURALLY RESPONSIVE METHODS
 Cooperative learning is the use of small groups

 Collaborative group method is helpful for diversified students;

but needs monitoring

 Important factors for Monitoring and managing collaborative

learning :
 carefully structured groups
 Clarity of goals,
 appropriateness of the task,
 composition of the group and
 developing group work skills
 CULTURALLY RESPONSIVE METHODS ---

 To be cooperative, a group must

 have clear positive interdependence;

 promote each other ’s learning and success

 hold each other personally

 individually accountable for his or her fair share of work,

 use the interpersonal skills necessary for the group.

 Group work can:

 foster collaboration,

 encourage respect for individuals,

 support the development of ideas and minimize conflict.

 CULTURALLY RESPONSIVE METHODS ---

 Formal cooperative learning groups

 used to teach specific content and problem-solving skills.
 last for one session to several weeks to complete a specific task.
 to achieve shared objectives.
 To maximize own learning and that of others

 Informal cooperative learning groups

 to ensure active cognitive processing during a lecture
 temporary and usually last for only one session,
 purpose is to focus student attention on new material,

 Base cooperative learning group

 provides long term support for academic progress.
 Group stays together for mutual support both in and out of class.
 CULTURAL DIVERSITY AND INFLUENCE ON TEACHING AND
LEARNING

 Culturally-inflected differences and dispositions that may have

an influence on teaching-learning include:
 Independent vs interdependent learners
 Task orientated vs relationship building
 Commitment to the group
 Expectations of the teacher
 Challenging the teacher vs accepting everything teacher says
 Willingness to take ideas not come from the teacher
 Risk taking vs conservative approach
 Acceptance of change vs resistance to it
 Team-building
 Participation in group discussions
STRATEGIES FOR TEACHING AND LEARNING IN DIVERSE
SETTING
 Teachers need ability to:
 build on the knowledge that students bring into classrooms (family,
community, and cultural histories)

 understand the real lived experience of the families and children they
teach.

 seek new opportunities and ideas for building positive relationships

with students and families

 Mange diversity capital : the knowledge, skills, and dispositions

needed for commitment to culturally diverse students and families
MANAGING DIVERSITY IN THE CLASSROOM

 Ways for handling diversified groups in classrooms:

 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

 ASSESSMENT IN MULTICULTURAL SETTING

 Concentrate on empirical and operational definitions of

groups, not just labels

 Identify measures specifically designed for multicultural groups

 Encourage the consideration of cultural factors in the earliest

conceptual stages of instrument development

 Increase opportunities for an exchange of information in

instrument development
 Characteristics of Effective Teachers in
multicultural settings
 respond to the needs of various groups and individual students

 Understanding multiple learning styles;

 concrete experience,
 reflective observation,
 abstract conceptualization, and
 active experimentation.

make students aware of how they and others learn;



 help students develop capacities in all four learning styles.

 make classroom to become a living laboratory for negotiating

individual and group differences
 Integrating multicultural content into the
curriculum
 Four Approaches of integrating multicultural content into the
curriculum:
1) Contributions Approach: focuses on heroes, holidays, and discrete
elements and is the most extensively used.

2) Additive Approach: adds content, concepts, themes, and perspectives

of minority groups to the curriculum without changing its structure.

3) Transformational Approach : changing the structure of the

curriculum to enable students to view concepts, issues, events, and
themes from the perspectives of minority.

4) Social Action Approach : students make decisions on important social

issues and take action to help solve them.
 SELECTING AND EVALUATING MULTICULTURAL
METHODS, CONTENTS, AND MATERIALS
 Method
 acknowledge and address a diversity of learning styles
 Varying instructional techniques.
 Understanding the dynamics of power in the room so you do not
perpetuate privilege and oppression.
 Challenging the notion of Teaching as Mastery

 Content
 must be complete and accurate, acknowledging the contributions and
perspectives of ALL.
 Avoid tokenism—weave content about under-represented
 Study the history of discrimination in curriculum and ensure that you
are not replicating it.
 CONT---
 Teaching and Learning Materials
 must be diverse and critically examined for bias.

This needs to:

 Vary instructional materials

 Examine all materials for bias and oppressive content.

 Diversify images and content in bulletin boards, posters, and other

 Perspective
 Content must be presented from a variety of perspectives and angles.

 This needs to:

 Present content from a variety of perspectives,.
 Present content through a variety of lenses,
 CONTI---
 Critical Inclusivity
 Students must be engaged in the teaching and learning.

 This needs to:

Bring
 the perspectives and experiences of the students themselves to the

fore 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

Recognize
 your students as your most important multicultural resources.
 CONT---
 Social and Civic Responsibility
 educate about social justice issues and model a sense of civic
responsibility within the curriculum.

 this needs to:

 incorporate discussions about difference and inequality

 Look for ways in which recognized names in various

disciplines fight social injustices
Have honest discussion about the history of privilege and
oppression.
Connect
 teaching and learning to local community and larger
global issues.
 Encourage students to think critically.
 CONT---
Assessment
 Curriculum must be constantly assessed for completeness,
accuracy and bias.

 This needs to:

 Work with a cohort of teachers to examine and critique each other's
curricular units.
 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.
 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.
 It includes:

 Cultural expectations
 Cultural values:
 Cultural perspectives:
 Curricular topics:
 Teaching strategies:
 School structures:
 Institutional rules:
 CULTURALLY RESPONSIVE ENVIRONMENT
 To make the institution more culturally responsive, reforms
must occur in at least three specific areas:
 Organization of the school: administrative structure, use of
physical space in planning schools and arranging classrooms.

 School policies and procedures: policies and practices

that impact on the delivery of services.

 Community involvement: institutional approach to

community involvement (ways to become involved in the
school, rather than the school seeking connections).
Characteristics of inclusive educational
environment
 All students are welcomed in general education.
 Students are educated in classes where the percentages of those
with and without disabilities are proportional
 Students are educated with peers in the same age groupings

 Students with varying characteristics and abilities participate in

shared educational experiences
 Shared educational experiences take place in settings
predominantly frequented by people without disabilities
 Educational experiences are designed to enhance individually
determined outcomes for students and seek individualized
balance between academic & personal aspects of schooling.
 Students receive typically available supports and specialized
supports.
Strategies for Promoting Diversity in the
Institutional Environment
 Examine your assumptions.
 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.

 CONT---
 Promoting Positive self-esteem and cultural identities

 self-esteem plays a more central role than does identity.

o Multicultural efforts in the classroom:

 It involves six steps:-

 Make the students aware of the teachers culture.

 Concentrate on the students own personality and how they differ

from others around them.

 Deal with the students family.

 Focus on the community culture and its environment.

 Studying the society's culture and environment at large. .

 Multicultural studies on the largest geographical scale of all.

 CONT---
 Extracurricular Activities
 Concern for multicultural issues shapes co-curricular as well as
academic programs.

 Two approaches for multicultural curriculum programs:

 The multicultural festival approach: students are invited to
celebrate ethnic diversity by being exposed to foods, holidays, and
festivals of other cultures.

 The transform approach: weaving different perspectives

on culture throughout the curriculum.
 CONT---
 Parental and Community Involvement
 Community is a part of the society with specific similar
characteristics.

 School is the social institution where consciously designed

learning experiences are provided to achieve social aim at
large, over a period of time.

 School is also defined as a subsystem of the larger system of

the society. It has to functionally coordinate with its
immediate environment, the community.
 CONT---
 Parent-Teacher Communication
 Making an effort to discuss with parent help the teacher better
understand child, and how to support the education of child.

 Communication between school and parents

 a strong partnership between parents and schools enriches the

learning experience.

 Opportunities for parents to find out about their children's

progress at school:
 Reports on student performance:

 School annual reports:

 Newsletters
 Personal appointments: