EDBE 3480
ISSUES IN
MULTICULTURALISM AND
BILINGUALISM
Week of Jan 24-26
Dr. Romano
Announcements
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Texas NAME 10th Annual Spring Conference
March 25-26, 2011
Location: Eastfield Community College,
Mesquite TX
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Theme: Empowering Multicultural Communities for Student Success: Access,
Equity, Partnerships
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Pre-Conference Day: The Multicultural Curriculum Network
Keynotes:
Friday: Gaile Canella
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Saturday: Michael Sorrell
President, Paul Quinn College
http://nameorg.org/
Chinese New Year
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See www.dfwinternational.org
Several events
Historical Background on ME
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Brown vs. Board of Education
Civil Rights Movement (1965)
University of Washington
Umass-Amherst
U of Washington
CSU,
Monterrey Bay
U of Wisconsin-M
James Banks (1979)-Father of ME
Five Dimensions of ME
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ME- “educators should carefully define concepts such as
multiethnic and multicultural education and delineate
the boundaries implied by these concepts” (p. 237).
Content integration, knowledge construction process,
prejudice reduction, equity pedagogy, and empowering
school culture and social structure (2004).
http://education.washington.edu/news/video/banks.ht
ml
http://www2.yk.psu.edu/~jlg18/506/multiculturalyes.pdf
Sonia Nieto (1992) Seven
Characteristics of ME
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“multicultural education in a sociopolitical context”
addresses the context of communities, and the
process of education, in terms of elasticity rather
than as a fixed and static form (2008, p. 7).”
“antiracist, basic, important for all students, pervasive,
education for social justice, a process and critical
pedagogy” (Nieto & Bode, 2008, p. 44).
http://www.umass.edu/education/llc/faculty.html
Christine Sleeter and Carl Grant
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Cornerstone on the field of ME
The goal of Teaching the Exceptional and the
Culturally Different, is to equip students with the
academic skills, concepts, and values to function in
American society's institutions and culture.
(modifying instruction and curriculum, commonly
called differentiated instruction.)
Sleeter and Grant
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Human relationships
Single-Group Studies
Self-reflexively dubbed multicultural education:
promotes a range of goals: the value of cultural
diversity, human rights, respect for differences,
alternative life choices, social justice, equal opportunity,
and equitable distribution of power.
Education that is Multicultural and Social
Reconstructionist, which describes a complete redesign
of an educational program.
http://www.christinesleeter.org/
http://www.housing.wisc.edu/mlc/staff.PHP
Geneva Gay (2004) on ME
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“shifting contours of multicultural education” some of the
reasons for the developmental changes in its intention,
implementation, and effectiveness (p. 193). She
demonstrates how multicultural education has changed
over time by discussing it as a relatively young field,
stemming from the time of Brown v. Board of Education
(1954), that has grown through developmental phases.
curriculum desegregation and equity pedagogy.
http://www.sjfc.edu/studentlife/diversity/events/lectures.dot
Critics of ME
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(-)Excessive emphasis on race and ethnicity as divisive
(-)Accuse proponents of teaching to special interest
groups to disunite America (Schlesinger, 1998)
(-)Teaching self-esteem at expense of academic rigor
(+) Employs a range of strategies that aim for rigorous
academic achievement for all students
(+) inclusion of the knowledge, experiences,
perspectives, and accomplishments of previously
marginalized groups. This would be one of many
approaches to ME
(+) asserts democratic American ideals by upholding the
unalienable constitutional right for every student to be
prepared for full participation in society.
Criticism for Teachers from the Experts
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ME educators need to view at the sociopolitical
context of individuals and institutions
Avoid- labeling students or compartmentalizing
them
Understanding Culture and Identity
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Historically, in U.S. society and in many school
contexts, seen culture as static object, as a thing to
have.
Culture is (should be understood and viewed as a)
practice of living, learning, performing,
negotiating, and translating multiple experiences
for oneself and one's community.
Culture is ever changing- human identity, knowledge
are not set or contained within boundaries.
Criticisms
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Sleeter and Bernal (2004) “Ironically, (given its historical roots), a good deal of what
occurs within the arena of multicultural education today does not address the power
relations critically, particularly racism” (p. 240).
McLaren and Torres (1999) argue, “in general, discourses in the US that deal with
multiculturalism deal very little with the concept of racism and focus instead on the
politics and affirmation of difference” (p. 44).
Nieto, Bode, Raible, and Kang (2008) concur: “the political and transformative
theories of multicultural education have often been neglected when translated into
practice.
As a result, even though multicultural education has made an important contribution
to schools and communities, few long-term institutional changes have taken root” (p.
178).
Gloria Ladson-Billings (2004) demands an examination of the intertwining of
racialized identities with the political and economic history, and current social order
of the United States. She notes a “new citizenship” being taken up by some people
of color “who want to remake their world into a more just and equitable one” (p.
117). She sees the challenge for educators “to reveal and incite the power of
democratic ideals for marginalized students in U.S. schools” (p. 122).
Challenges
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The challenge of translating multicultural theory into
practice and maintaining a critical, transformative
focus is increased by the contemporary globalized
social order that is exponentially changing the way
in which many scholars and educators understand
culture and identity.
Multicultural Education according to
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Christine Bennett
Professor Indiana University
Title: Professor of Social Studies and Multicultural Education
Office: W. W. Wright Education Building, room 3250
Campus: Bloomington
Year of appointment: 1976
Academic Degrees
Ph.D. University of Texas 1972 Social Science Education M.A. Stanford
University 1965 Social Studies Education B.A. Northwestern University 1964
Sociology Professional Experience
1994-Present Director, Research Institute on Teacher Education, Indiana
University
Principles of Multicultural Education
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Theory of Cultural Pluralism
 Ideas
of social justice
 End of racism, sexism
 End other forms of oppression
 Affirmations of culture in the teaching and learning
process
 Visions of educational equity and excellence
Ethical Foundations of ME
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Core Values
 Acceptance
and appreciation of cultural diversity
 Respect for human dignity
 Universal human rights
 Responsibility to a world community
 Respect for the earth
Mapping
Multicultural
Education
Curriculum
Reform
(Content)
Equity
Pedagogy
(Students)
Multicultural
Teaching
Social
Justice
(Society)
Multicultural
Competence
(Teachers)
Using the Map
as a Guide
to the
Text
Multicultural
Curriculum
Goal Two
To strengthen
cultural
consciousness
Goal One
To develop
multiple
historical
perspectives
Goal Three
To strengthen
intercultural
competence
Core Values
Acceptance
Responsibility and
appreciation of
to a world
cultural
community
diversity
Respect for
Reverence for human dignity
the earth
and universal
human rights
Goal Six
To build social
action skills
Goal Four
To combat
racism, sexism
and other forms
of prejudice and
discrimination
Goal Five
To increase
awareness of the
state of the planet
and global
dynamics
Activities
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How multicultural education schools differ from
monocultural schools?
Compare/Contrast Bennetts ME with others view of
ME
Criticism to multicultural education: What may be
the agreement and disagreement arguments?
How multicultural education schools
differ from monocultural schools?
Four
Principles
of ME
Four
Dimensions
of ME
Fathers
of ME
Bennettsview of
ME
How multicultural education schools
differ from monocultural schools?
Equity
education
Equality
in
Education
How multicultural education schools
differ from monocultural schools?
School
segregation
School
integration
How multicultural education schools
differ from monocultural schools?
Social Contact
Theory
Resegregation
in Schools
Criticism to multicultural education: What may be
the agreement and disagreement arguments?
Arguments
against
Arguments
in favor
Bibliography
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BIBLIOGRAPHY
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American Anthropological Association. (1998, September). AAA statement on race. American Anthropologist, new series, 100(3), 712–713.
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Banks, J. A., (1979). Shaping the future of multicultural education. The Journal of Negro Education 48(Summer), 237–252.
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Banks, J. A. (1991). The dimensions of multicultural education. Multicultural Leader, 4, 5–6.
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Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). San
Francisco: Jossey-Bass.
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Banks, J. A. (2006). Cultural diversity and education (5th ed.). Boston: Allyn & Bacon.
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Bode, P. (2005). Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst.
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Brameld, T. (1956). Toward a reconstructed philosophy of education. New York: Holt, Reinhart & Winston.
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Brown v. Board of Education. 347 U.S. 483 (1954).
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Dolby, N. (2000). Changing selves: Multicultural education and the challenge of new identities. Teachers College Record 102(5), 898–912.
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Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. (Original work published 1970).
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Gay, G. (2003). The importance of multicultural education. Educational Leadership 61(4), 30–35.
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Gay, G. (2004). Beyond Brown: Promoting equality through multicultural education. Educational Leadership 19(3), 192– 216.
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Gollnick, D. M. (1980). Multicultural education. Viewpoints in Teaching and Learning, 56, 1–17.
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Grant, C. A., Elsbree, A. R., & Fondrie, S. (2004). A decade of research on the changing terrain of multicultural education research. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural
education (2nd ed., pp. 184–207). San Francisco: Jossey-Bass.
Ladson-Billings, G. (2004). Culture versus citizenship: The challenge of racialized citizenship in the United States. In J. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp.99–126). San Francisco:
Jossey-Bass.
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May, S. (1999). Towards critical multiculturalism. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 1–9). London: Falmer Press.
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McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling. Mahwah, NJ: Erlbaum.
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McLaren, P., & Torres, R. (1999). Racism and multicultural education: Rethinking “race” and “whiteness” in late capitalism. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 42–
76). London: Falmer Press.
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Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132–141.
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Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. Mahwah, NJ: Erlbaum.
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Nieto, S., & Bode, P. (2008). Affirming diversity, The Sociopolitical context of multicultural education (5th ed.). Boston: Allyn & Bacon.
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Nieto, S., Bode, P., Kang, E. & Raible, J. (2008). Identity, Community and Diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of
curriculum and instruction. Thousand Oaks, CA: Sage.
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Park, C. C., Goodwin, A. L., & Lee, S. J. (Eds.). (2001). Research on the education of Asian and Pacific Americans. Greenwich, CT: Information Age.
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Ravitch, D. (1990). Diversity and democracy: Multicultural Education in America. American Educator, 141(1), 16–20, 46–68.
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Schlesinger, Jr., A. M. (1998). The disuniting of America: Reflections on a multicultural society. New York: Norton.