Banks Reading

5 Pages
Unlock Document

Curriculum and Instruction
EDEC 248
Lerona Dana Lewis

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
More Less

Related notes for EDEC 248

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.