Banks Reading

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Department
Curriculum and Instruction
Course
EDEC 248
Professor
Lerona Dana Lewis
Semester
Fall

Description
BANKS READING 1: Goals and Misconceptions  multicultural education assumes race/ethnicity/culture/social class = important parts of society  assumes ethnic & cultural diversity enriches nation & increases ways citizens perceive/solve problems  provides citizens more opportunities to experience other cultures & become more fulfilled  goals of multicultural education o help individual gain greater self-understanding by viewing self from other cultures  individuals who only know world from own cultural/ethic perspectives are culturally/ethnically encapsulated  unable to know own cultures fully  acquaintance + understanding = respect o provide students with cultural & ethnic alternatives  historically school curriculum & culture Eurocentric  mainstream kids: deny them other perspectives/music/ literature/values/lifestyles that they can identify with  nonmainstream kids: find school culture alienating/hostile/self-defeating; many don’t attain skills needed to function successfully in society o provide students with skills, attitudes & knowledge needed to function within many cultures o reduce pain & discrimination member of ethnic/racial groups experience because of racial/ physical/cultural characteristics  many deny ethnic identity/heritage/family/culture to assimilate into school & society  highly assimilated members of ethnic groups often denied full participation; may be alienated from ethnic communities/families; results in alienation from ethnic cultures & mainstream society  marginality  ethnic group membership not part of personal identity  ethnic identity complicated for those who are mixed o help students master essential reading, writing & math skills  ME assumes multicultural content helps students master important skills  can be highly motivated & meaningful  the multicultural debate o 1990s: ME evoked divisive national debate o power struggle: who should participate in formulating canon used to shape curriculums? o debate overshadowed progress in ME o perpetuated harmful misconceptions about theory & practice in ME o increased racial & ethnic tension  misconceptions o ME is for the others (those who are marginalized)  ME designed to empower all students to become knowledgeable/caring/active citizens  caused serious problems & haunted ME since its inception o ME is against the west & western civilization  not against the west, is a western movement & tells truth about the west  grew out of civil rights movement grounded in western civilization  ME links knowledge, values, empowerment & action; challenges enlightenment, positivist assumptions about relationship between human values, knowledge & action  to have valid knowledge, information about social condition/experiences essential o ME will divide the nation  assumes nation is already united – it’s not  ME designed to unify divided nation  need to weaken cultural borders & create shared borderland culture  progress in multicultural education o ME has made significant curriculum advances  more ethnic content appears in schools today than 30 years ago  reading lists still similar (white authors)  ME standard adopted by National Council for the Accreditation of Teacher Education = major factor stimulating growth of ME in teacher education programs  race & language diversity increasing in schools 2: Dimensions and School Characteristics  many oversimplify ME – complex & multidimensional  the dimensions of multicultural education o content integration  extent to which teachers use examples/data/info from variety of cultures/groups  many believe ME is only content integration (major reason why science & math teachers see ME as irrelevant) o knowledge of construction process  describes procedures by which social/behavioural/natural scientists create knowledge & how implicit cultural assumptions/frames of references/perspectives/biases within discipline influence ways knowledge constructed within it  teachers help students understand how knowledge created & how it’s influenced  scholars argue human interests/value assumptions of those who create knowledge should be indentified/discussed/examined  knowledge = subjective & objective o prejudice reduction  characteristics of children’s racial attitudes & strategies used to help students develop more positive racial/ethnic attitudes  by age 4 many aware of racial differences & make racial preferences o equity pedagogy  exists when teachers use techniques & teaching methods that facilitate academic achievement of students from diverse groups  students are not solely products of their cultures  are distinctive cultural behaviours associated with ethnic groups?  increase participation & achievement by modifying instruction to draw upon cultural strengths o empowering school culture & social structure  process of restructuring culture & organization of school so students from diverse racial/ethnic/social class groups experience educational equality & empowerment  involves conceptualizing school as unit of change & making structural changes  characteristics of a multicultural school o school staff have high expectations for all students & positive attitudes towards them
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