Chapter 13: Pluralism in Schools

Level 3: The Transformation Approach

*structure comes closer to satisfying Nieto's definition of what it means to implement multicultural education in school The structure of the curriculum is changed to enable students to view concepts, issues, events and themes from the perspectives of diverse thence and cultural groups. The goal is not to identify a "right" perspective, but to understand how each perspective contributes to a richer understand of issues.

What are some assumptions of multicultural educators make about curriculum?

1. Affirmation of diversity permeates curriculum ex: textbooks continue to be dominated by the art, music, history, lit, perspectives and images of white Americans. Little representation of women, gays, lesbians, people with disability, and low income families 2. Curriculum examines the influences of diverse groups on history and all facets of American life--- but the goal is not to memorize facts 3.Conceptual framework guides curriculum in multicultural cirriculum understanding broad concepts > memorization. Concepts/thinking involves students to be involved in an ongoing and dynamic serve for knowledge that is never finished

What are some Barriers to learning under these assumptions/failure to recognize?

1. knowledge explosion -- given so much knowledge, how are students able to determine what is important. and dis inclusion of different perspective. 2. Students learn at different rates --- tracking 3. Retention (recall knowledge) and transfer (apply knowledge) suffer under memorization 4. Student learning styles = everyone is different

Descriptions of Multiple Intelligences

1. logical-mathematical: solve logical problems, manipulation of numbers 2. linguistic: understanding nuances of meanings and words, appreciating sounds and rhythms of language 3. bodily-Kinesthetic: mastering physical tests involving motion and balance, manual manipulation of objects 4. Musical: understand, produce, appreciate musical sounds and rhythms in a range of musical expressions 5. spatial: understanding spatial relationships in the environment, cognitively modify those relationships for particular purposes 6. Interpersonal: sensitivity to nonverbal expressions of feelings and desires of other people, and the ability to respond appropriately to them 7. interpersonal: ability for self-analysis, to understand one's own feelings and desires and apply that knowledge in one's choices and behavior 8. naturalist: discern similarities and difference in plants and animals-- enhanced understanding of established classifications This theory rejects the educational practice of recognizing and reward. Gardner's theory describes a more complex means of understanding intelligence and identifying intellectual abilites

How do essentialist define a teacher's role in schools?

1. transmitter of knowledge (they are always right) 2. role models for values 3. motivate students to "remember" information

Traditional assumptions in American education

Conservative philosophy of essentialism -Learning is the acquisition of essential knowledge and values -Maturity and readiness are disregarded -Essential Subjects: social studies, science, english language and literature, mathematics... art, music, physical education are "fluff"

Why have schools implemented multicultural curriculum?

Efforts are categorized into 4 approaches: Level 1: contribution approach Level 2: additive approach Level 3: transformation approach Level 4: the social action approach

Level 4: The social acton approach

Students make decisions on important social issues and take actions to help solve them and create positive change. The goal of social action is to empower students to encourage critical thinking, active learning.

Why is self-confidence necessary for learning?

attitudes affect learning. Positive attitude motivates a student to int to learn. Unsupportive teachers, parents, friends reduce a student's motivation to perform well in school.

multicultural education

commiment to pluralism prepares students to be active participants in a diverse society integrates information about past issues with achievements of diverse groups and their influence on society represents an ongoing process of school reform challenges and rejects racism represents a school philosphy

Level 2: additive approach

content, concepts, themes, and perspectives are added to the curriculum without changing its structure

What is the difference between diversity and pluralism?

diversity describes the existence of many groups of people within a society whereas pluralism describes a society in which diversity is accepted and supported. In a pluralistic society, diverse groups function together effectively, with mutual respect. In a diverse society committed to pluralism, schools teach about all groups within the society, from most ancient to most recent.

difference between education and training

education discovered an increasing richness in the past because it sees what is unfinished there. Training regards the past as finished and the future to be finished. Education leads toward a continuing self-discovery; training leads toward a final self- definition

Level 1: Contribution approach

focuses on horses, holidays and discrete cultural elements

Single Group Studies

goal: provide knowledge about a particular group (Women's studies) examining structural inequalities affecting members in this group and encouraging students to work for social change curriculum: provides info about cultural characteristics and historical experiences of a group with emphasis on perspectives of group members, exploring the cause and reason for oppressed groups

Teaching the exceptional and the culturally different: Social Reconstructionalist approach

goal: to help low-achieving students succeed with traditional education and providing special assitance curriculum: based on the traditional curriculum but incorporates students experiences instruction: implements English as a Second Language for language minority students and culturally relevant teaching for culturally different students, special ed

multiethnic education

integrating issues and information about race and ethnicity into school curricula

What must teachers do to implement a multicultural education approach?

omission of One Model American 2. multicultural education approach insists a diverse society can achieve unity through diversity-- no elimination of cultural differences, eliminating tracking (heterogenous classrooms), circular reform to correction commissions and distortions in textbooks concerning diverse groups (using technology and media to provide accurate representations of diverse groups) Social Reconstructionalist Approach also includes attention to structural inequalities in American, empathesis on democratic decisions making in the classroom, developement of social action skills to empower students, and the use of an activist curriculum with student projects addressing problems at school or in the community

critical pedagogy

teachers must incorporate liberating experiences that encourage students to take risks, be curious and to question. Rather than expecting students to accept everything teachers say without question. Incorporating "Why papers" = introduce minority perspective