MULTI-CULTURAL EEDUCATION

CULTURE
- According to Edward Tylor, "Culture refers to that complex whole which includes knowledge,
beliefs, art, morals, law, customs and any other capabilities and habits acquired by man as a
member of the society."
- According to Robert Redfield, "Culture is an organized body of conventional understanding
manifest in art and artifacts which persisting through tradition characterizes a human group."
- all the ways of life including arts, beliefs and institutions of a population that are passed down
from generation to generation.
- called "the way of life for an entire society."

TWO TYPES OF CULTURE

Material Culture
- physical aspects of a society, the objects made or modified by a human
- Examples: •Art •Weapon •Clothing •Food •Tools •Architectures •Books •Churches •Technology
•Toys

Non-Material Culture
- Includes ideas, beliefs, social roles, rules, ethics, and attitudes of a society.
- Examples: languages and words, dress codes, etiquette, rituals, business and social
transactions, religion, laws, punishments, and values.

MULTICULTURALISM
- allowing many individual cultures to exist within one country.
- It is the idea that many different types of cultures can exist within one nation.

TYPES OF CULTURE

 Material Culture
- physical objects, resources, and spaces that people use to define their culture.
 Non-Material Culture
- nonphysical ideas that people have about their culture, including beliefs, values, rules, norms,
morals, language, organizations, and institutions.
 Popular Culture
- refers to values, practices, and artistic products that are prevalent in a society at a time.
- Bennett defined it as “the forms of culture that are widely produced and consumed in a society”
(1999). Since it is characterized by mass appeal, popular culture is also called mass culture.
 Folk Culture
- the local traditions and practices of a small community.
- George Revill defines it as “the products and practices of relatively homogeneous and isolated
small-scale social groups living in rural locations” (2014).
 Subculture
- is a group within a larger culture; it has values & practices different from the parent culture,
although it may borrow (and often distort) some of its foundations.
- Examples: hip-hoppers, punks, skinheads, etc.

 Counterculture
- is a term for a movement that is in direct opposition to mainstream cultural norms.
- Examples: Hippie protesters, Civil rights activists, Peer movement, Feminist groups, LGBTQ2+
groups, and Environmental groups.
 High Culture
- refers to cultural products & practices that are considered to be of the highest value, and are
usually associated with the upper class of society.
 Low Culture
- refers to cultural products & practices that have mass appeal.
- widespread and accessible to everyone.
- Examples: commercial television, blockbuster films, popular music, etc.
 Ideal Culture
- refers to values & practices that a culture aims to achieve.
 Real Culture
- refers to the actual values and practices existing in a society.
 ROLE OF CULTURE AND IDENTITY IN EDUCATION

CULTURE
- refers to the shared values, beliefs, and attitudes that shape the social, emotional and academic
environment of a school.
IDENTITY
- a reflective self-conception or self-image that we each derive from our family, gender, cultural,
ethnic, and individual socialization process.
RACIAL IDENTITY
- The concept of race is a social structure
ETHNIC IDENTITY
- An ethnic group of people who share a common culture, heritage, and language
GENDER IDENTITY
- Gender refers to how a particular culture differentiates masculine and feminine social role.
NATIONAL IDENTITY
- Refers to your nationality
- Usually becomes more pronounced when persons are away from home country.
REGIONAL IDENTITY
- Cultural contrast among these regions may manifested through ethnicity, language, accent,
dialect, customs, food, dress, historical and political legacies.
ORGANIZATIONAL IDENTITY
- In co collective cultures organizational affiliation is often more important.
PERSONAL IDENTITY
- In collective cultures organizational affiliation is often more important.
CYBER/FANTASY IDENTITY
- Infatuation with “imaginary personas” can become so strong they take on a life of their own.
- The internet provides an opportunity to escape constraints of everyday identities.

DIVERSITY AND INCLUSION

DIVERSITY
- the characteristics, experiences, and other distinctions that make one person different from one
another.
TYPES OF CULTURAL DIVERSITY IN THE CLASSROOM
 RACE – A person’s skin color can have a great impact on their experience in society.
 EHTNICITY – a person’s culture and nationality.
 RELIGION – beliefs
 LANGUAGE –
 SOCIOECONOMIC STATUS –
 SEXUAL ORIENTATION –
 GENDER IDENTITY –

HOW CAN YOU PROMOTE DIVERSITY IN THE CLASSROOM?

 Get to know your students
 Maintain consistent communication
 Acknowledge and respect every student
 Practice cultural sensitivity
 Incorporate diversity in the lesson plan
 Give students freedom and flexibility

WHY IS IT DIVERSITY IMPORTANT TO STUDENTS?

 Students become more empathetic
 Students gain a better understanding of lessons and people
 Students become more open-minded
 Students feel more confident and safer
 Students are better prepared for a diverse workplace

INCLUSION
- means that all students and staff, regardless of their backgrounds, beliefs, or experiences, have a
voice and are included and accepted.
7 STEPS ON HOW TO PROMOTE INCLUSION IN THE CLASSROOM
 Get to know your students
 Understand how your students learn
 Promote a positive learning environment
 Include a variety of learning materials and activities
 Encourage interaction among students
 Offer additional support
 Collaborative as a community

EQUITY AND EQUALITY

EQUITY
- Means that everyone gets what they need to succeed.
- EQUITY = FAIRNESS

EQUALITY
- Means that everyone gets the same treatment, the same chances, the same resources etc.
- EQUALITY= Sameness

BELONGING AND CULTURE

BELONGING
- is the feeling of security and support when there is a sense of acceptance, inclusion, and identity
for a member of a certain group.

WHAT SHAPES OF A MULTICULTURAL CHILD A SENSE OF BELONGING

 Taking Pride in Your Abilities or Culture
 Seeing the Beauty in Diversity through Relationship Building
 Respect is the Foundation of Belonging
 Encourage Curiosity
 One’s Sense of Belonging Can Exist Beyond Labels

CULTURAL KNOWLEDGE
- Includes the mental parts of culture, such as beliefs, rules, and attitudes.
- Has 5 elements norms, values, symbols, construction of reality, and worldviews
NORMS
- are rules about how everyone in a certain culture should behave. Norms tells people what is
considered appropriate and normal behavior.
VALUE
- are ideas about how people want to live, and the lifestyle they want to have
SYMBOLS
- are something that represents something else. Culture involved a lot of symbolism.
CONSTRUCTION OF REALITY
- people make mental maps of things and divide everything into different categories.
WORLDVIEWS
- are the way people interpreting reality and see themselves and the world around them.

MULTICULTURAL EDUCATION

MULTICULTURAL EDUCATION
- a form of education designed to integrate the cultures of different races into an educational
system.
FOUR APPROACHES OF MULTICULTURAL EDUCATION
1. CONTRIBUTION APPROACH
- Deals with heroes, holidays and discrete cultural elements. Teachers conveniently infuse cultural
themes like holidays and heroes into the curriculum.
- reflects the least amount of involvement in multicultural approaches
2. ADDITIVE APPROACH
- In this approach content, concepts, themes, and perspectives are added to the curriculum without
changing its basic structure.
- This involves incorporating literature by and about people from diverse cultures into the
mainstream curriculum without changing the curriculum
 3. TRANSFORMATION APPROACH
- seeks to change the attitudes about cultural differences by using a different curriculum, one that
encourages students to view problems and concepts from the perspective of different cultures.
4. SOCIAL ACTION APPROACH
- Allows the students to make decisions on important social issues and take actions to help solve
them.
JAMES A. BANKS FRAMEWORK OF MCE

JAMES BANK'S THEORY OF MULTICULTURAL CURRICULUM

- contributes to the field of education by providing a framework for addressing the needs of diverse
students and promoting inclusive teaching practices.

FIVE DIMENSIONS OF MCE BY JAMES BANKS

BANKS AND BANKS (2010) DEFINED MULTICULTURAL EDUCATION

- An idea stating that all students, regardless of the groups to which they belong, such as those
related to gender, ethnicity, race, culture, language, social class, religion, or exceptionality, should
experience educational equity in the schools.

BANKS (1993) IDENTIFIED FIVE MAJOR DIMENSIONS OF MULTICULTURAL EDUCATION

1. CONTENT INTEGRATION
- deals with the extent to which teachers use examples and content from a variety of
cultures and groups to illustrate key concepts, principles, generalizations, and theories in
their subject area or discipline.
- According to Banks (2008), content integration into the school and university curriculum can be
approached in different ways.
2. EQUITY PEDAGOGY
- exists when teachers modify their teaching in ways that will facilitate the academic
achievement of students from diverse racial, cultural, socioeconomic, and language groups.
3. EMPOWERING SCHOOL CULTURE
- involves restructuring the culture and organization of the school so that students from
diverse racial, ethnic, socio-economic, and language groups experience equality.
4. PREJUDICE REDUCTION
- seeks to help students develop positive and democratic racial attitudes.
5. KNOWLEDGE CONSTRUCTION PROCESS
- describes teaching activities that help students to understand, investigate, and determine
how the implicit cultural assumptions, frames of references, perspectives, and biases of
researchers and textbook writers influence the ways in which knowledge is constructed.
- According to Zeichner (1993) and Zirkel (2008), increasing the success levels of students who
come from diverse backgrounds is possible if teachers develop their teaching skills and
knowledge regarding diverse issues.

FOUR LEVELS OF MCE

JAMES ALBERT BANKS

- an educator who has been called the “father of multicultural education”

5 APPROACHES OF MULTICULTURAL EDUCATION DEVELOPED BY SLEETER AND GRANT

1. TEACHING AND CULTURALLY DIFFERENT
- advocate adapting instruction to students who are linguistically or culturally different for the
purpose of helping them transition to main-stream language and culture
2. HUMAN RELATIONS
- seeks to bring diverse groups together in order to foster understanding, respect, and more
effective cross-cultural communication between them.
3. SINGLE GROUP STUDIES
- Promotes pride for those of same group. Promotes understanding for those of other groups.
Focuses on one group for study.
4. MULTICULTURAL EDUCATION
- to promote equal opportunity and human diversity by analyzing the links between race, language,
culture, gender, handicap, and social class as institutionalized structures of inequality.
5. EDUCATION THAT IS MULTICULTURAL
- Transforming the entire educational system to embrace diversity involves revising policies,
practices, and attitudes. Encourages social action for changing inequalities
 MULTICULTURAL EDUCATION

 According to Sherpa (2019), students, regardless of their gender, social class, and ethnic,
racial, or cultural characteristics, should have an equal opportunity to learn in school.

WHY IS IT MULTICULTURAL EDUCATION IMPORTANT TO STUDENTS?

 Cultural Diversity in the Classroom
 Students Become More Empathetic
 Enriched Curriculum
 Students Become More Open-Minded
 Culturally Relevant Pedagogy
 Students Feel More Confident and Safer
 Students Are Better Prepared for a Diverse Workplace

MULTICULTURAL EDUCATION CURRICULUM

7 KEY CHARACTERISTICS OF A MULTICULTURAL EDUCATION CURRICULUM BY PAUL C. GORSKI

1. DELIVERY
- Delivery must acknowledge and address a diversity of learning styles while challenging dynamics
of power and privilege in the classroom.
2. CONTENT
- Content must be complete and accurate, acknowledging the contributions and perspectives of
ALL groups.
3. TEACHING AND LEARNING MATERIALS
- Teaching and learning materials must be diverse and critically examined for bias.
4. PERSPECTIVE
- Content must be presented from a variety of perspectives and angles in order to be accurate and
complete.
5. CRITICAL INCLUSIVITY
- Students must be engaged in the teaching and learning process—transcend the banking method
and facilitate experiences in which students learn from each other's experiences and
perspectives.
6. SOCIAL AND CIVIC RESPONSIBILITY
- If we hope to prepare students to be active participants in an equitable democracy, we must
educate them about social justice issues and model a sense of civic responsibility within the
curriculum.
7. ASSESSMENT
- Curriculum must be constantly assessed for completeness, accuracy and bias.

FIVE STAGES HAVE BEEN PROPOSED FOR MUTICULTURAL CURRICULUM REFORM BY PAUL C.
GORSKI
1. STAGE 1: RECOGNITION
- Educators must first recognize that the traditional curriculum is not the only content needed.
Mainstream curriculum often does include ideas and experiences representing contemporary
diverse societies.
2. STAGE 2: HEROES AND HOLIDAYS
- After recognizing the needed for curriculum reform. educators may begin to integrate other
perspectives by celebrating and highlighting famous individuals from non-dominant groups,
drawing attention to the fact that society is shape perspectives.
3. STAGE 3: INTEGRATION
- Moving beyond superficial integration. educators need to integrate information about non-
dominant groups across curriculum.
4. STAGE 4: STRUCTURAL REFORM
- During this stage, educators weld diverse perspectives and multicultural materials into their
traditional curriculum. This unit is seamless to ensure that one source of information is not seen
as primary over or more accurate than other.
5. STAGE 5: SOCIAL ACTION AND AWARENESS
- Educators incorporate discussions and activities that address social issues such as practicing
equity within a democracy, overcoming discrimination/prejudice based on differences in access to
power, providing accommodations for persons with disabilities, etc.
 THE GOAL OF MCE

1. EDUCATIONAL EQUITY
- This involves ensuring that all students have equal access to educational resources and
opportunities, regardless of their cultural background.
2. EMPOWERMENT OF STUDENTS AND THEIR PARENTS/CARETAKERS
- Multicultural education aims to empower students by giving them the skills and knowledge they
need to succeed. It also involves engaging parents and caretakers in the educational process.
3. DEVELOPMENT OF A SOCIETY THAT VALUES CULTURAL PLURALISM
- This goal is about fostering a society that appreciates and values diversity, recognizing that
different cultures contribute to the richness and vitality of a community.
4. INTERCULTURAL/INTERETHNIC/INTERGROUP UNDERSTANDING
- Multicultural education seeks to promote understanding and respect among people of different
cultural, ethnic, and group backgrounds.
5. FREEDOM FOR INDIVIDUALS AND GROUPS
- This goal is about promoting freedom of expression and the right for individuals and groups to
maintain their unique cultural identities.

BENEFITS OF MULTICULTURAL EDUCATION

1. Promotes Understanding and Appreciation of Different Culture
2. Helps Combat Prejudice and Discrimination
3. Improves Academic Achievement
4. Enhances Critical Thinking Skills
5. Prepares Students for a Diverse Workforce and Global Citizenship
6. Fosters Social and Emotional Development
7. Reduces Stereotypes and Biases
8. Helping all Children Reach their Potential

ROLE OF TEACHER IN MCE CLASSROOM

INSIDE THE CLASSROOM

1. CLASSROOM PARTICIPATION
2. ACADEMIC ACCOMPLISHMENT
3. PROBLEM SOLVING ABILITY
4. STUDENT TEACHER RELATIONSHIP
5. COMBATING CONFLICT

OUTSIDE THE CLASSROOM

1. LANGUAGE
2. DISABILITIES
3. RELIGION
4. SOCIO-ECONOMIC STATUS
5. FOOD
6. RACE/ETHNICITY
7. FAMILY VALUES AND STRUCTURE