CULTURAL

CHANGES
SOCIAL DIMENSIONS
OBJECTIVES:

• DISCUSS THE CONCEPTS OF MULTICULTURALISM AND MULTICULTURAL EDUCATION

• IDENTIFY ND EXPLAIN THE FOUR APPROACHES TO MULTICULTURAL EDUCATION
• DESCRIBE STUDENT SUBCULTURES
• DETERMINE THE DIVERSE CHARACTERISTICS AND NEEDS OF LEARNERS
MULTICULTURALISM

• Multiculturalism is at least three things:

 An idea or concept
An educational reform movement
A process
 MULTICULTURALISM
• A theory about the foundations of a culture rather than a
practice which subsumes cultural ideas. (Harrison, 1984)
• A systematic and comprehensive response to cultural and
ethnic diversity, with educational, linguistic, economic and
social components and specific institutional mechanisms.
• A policy that emphasizes the unique characteristics of
different cultures especially as they relate to one another
in receiving nations.
ADVANTAGES OF MULTICULTURALISM

1.Lead Cultural exchanges

2.Add variety in the life of all
citizens
3.Bridges the chasm of
ignorance and arrogance
DISADVANTAGES OF MULTICULTURALISM:

1.Brings anxiety to stability of

national identity.
2.Creates national disunity.
3.Questionable loyalty
(3) REFERENTS OF
MULTICULTURALISM
1.Demographic – Descriptive
2.Ideological – Normative
3.Programmatic - Political
DEMOGRAPHIC DESCRIPTIVE

Occurs when the word multicultural refers

to the existence of linguistically, culturally
and ethnically diverse segments in the
population of a society.
DIFFERENT CULTURES IN THE
PHILIPPINES
• Image
IDEOLOGICAL - NORMATIVE

This usage of multiculturalism constitutes a

specific focus towards the management
and organization of governmental
responses to ethnic diversity
 Exclusion – the process of progressive social
rupture, detaching groups and individuals from social
relations and institutions and preventing them from
full participation in the normal, normatively
prescribed activities of the society.
 Apartheid – Inhuman acts committed for the
purpose of establishing and maintaining domination
by one racial group of persons over other racial
group of persons and systematically oppressing
them.
 Ethnic Cleansing – the attempt to create
ethnically homogeneous geographic areas
through the deportation or forcible
displacement of persons belonging to
particular ethnic groups.
 Genocide – the deliberate and systematic
destruction of a group of people because of
their ethnicity, nationality, religion or race.
PROGRAMMATIC-POLITICAL

Usage of multiculturalism refers to the

specific policies developed to respond and
manage ethnic diversity.
MULTICULTURAL
EDUCATION
MULTICULTURAL EDUCATION
• Field of study and an emerging discipline whose major
aim is to create equal educational opportunities from
racial, ethnic, social class and cultural groups. (Banks
and Banks, 1995)
• A progressive approach for transforming education
that holistically critiques and addresses current
shortcomings, failings and discriminatory practices in
education.
GOALS OF MULTICULTURAL
EDUCATION
1. To transform school so that male and female
students, exceptional students from diverse cultural,
social – class, racial and ethnic groups experience an
equal opportunity to learn.
2. To help students to acquire knowledge, attitudes and
skills needed to function effectively in pluralistic
democratic society.
GOALS OF MULTICULTURALISM

3. To help students to acquire knowledge and

commitments needed to make reflective decisions.
4. To promote democracy and democratic living.
5. To help students develop more positive attitudes
toward different racial, ethnic, cultural and religious
groups.
FOUR
APPROACHES IN
ACHIEVING
M U LT I C U LT U R A L
E D U C AT I O N
 Level 4: SOCIAL ACTION – Students make decisions
about their world and become directly involved in social
actions.

Level 3: TRANSFORMATION – Curriculum is

changed so that students can see the world from
the different perspective of various groups.

Level 2: ADDITIVE – Special Units and topics about

various groups are added to, but does not
fundamentally alter the curriculum.

Level 1: CONTRIBUTIONS – Heroes, holidays and

food become a special focus on a particular day,
recognizing the contributions of various groups.
SHARED IDEALS OF MULTICULTURAL
EDUCATION
• Every student must have an equal opportunity to
achieve her or his full potential.
• Every student must be prepared to competently
participate in an increasingly intercultural society.
• Teachers must be prepared to effectively facilitate
learning for every individual student.
SHARED IDEALS OF MULTICULTURAL
EDUCATION
• Schools must be active participants in ending
oppression of all types.
• Education must become more fully student –
centered.
• Educators, activists and others must take a more
active role in reexamining all educational practice and
how they affect the learning of all students.
DIMENSIONS OF MULTICULTURAL
EDUCATION (DR. JAMES A . BANKS)
• Content Integration
• Knowledge Construction Process
• Prejudice Reduction
• Equity Pedagogy
• Empowering School Culture and Social Structure
CONTENT INTEGRATION

• deals with the extent to which teachers use

examples and content from variety of cultures and
groups to illustrate key concepts, generalizations, and
issues within their subject area or disciplines
KNOWLEDGE CONSTRUCTION
PROCESS
• describes how teachers help students to understand,
investigate, and determine how the biases, frames of
reference, and perspectives within a discipline
influence the ways in which knowledge is constructed
with it.
PREJUDICE REDUCTION

• describes lessons activities used by teachers to help

students to develop positive attitudes towards
different racial, ethnic, and cultural groups.
EQUITY PEDAGOGY

• It exists when teachers modify their teaching in ways

that will facilitate the academic achievement of
students from diverse racial, cultural, and social
class/groups.
EMPOWERING SCHOOL CULTURE AND
SOCIAL STRUCTURE
• Created when the culture and organization of the
school are transformed in ways that enable students
from diverse racial, ethnic, and gender groups to
experience equality and equal status.
GROWTH OF
STUDENT
SUBCULTURES
SUBCULTURE

• Cultural patterns that set apart some segments of a

society’s population. Subcultures can be based on age,
ethnicity, residence, sexual preference, occupation, and
many factors.
• Can be developed around any number of social
activities (family, work, education, religion, geographic
region, etc)
SUBCULTURE

• Can be based on variety of factors (religion, race,

ethnicity, age and sexual orientation)
Gay and lesbian subcultures have flourished in
large urban areas and in smaller towns where
there are meetings and organizations to support
their social political activities.
• Some groups of people share a particular way of life
and we term these smaller groups’ subculture.
COLLEGE STUDENT SUBCULTURE
COUNTERCULTURE

EXISTS WHEN SUBCULTURE ADOPTS

VALUES AND BELIEFS THAT ARE
PREDOMINANTLY IN OPPOSITION TO
THOSE OF A LARGER SOCIETY.
FUNCTIONS OF SUBCULTURES:

1. Permitting specialized activity.

2. Identity in mass society.
3. Cultural adaptation and change.
C U LT U R A L
DIMENSIONS OF
LEARNING,
TEACHING AND
E D U C AT I O N A L
PROCESSES
 CULTURALLY-RESPONSIVE TEACHING
• Culturally responsive instruction covers areas related to:
a. Inclusive content in the curriculum that reflects the diversity
of society. In effect, students from diverse backgrounds see
themselves and their experiences in the curriculum.
b.Students’ prior knowledge, including their culture and
language.
c. The idea that culture is central to student learning because
there is a strong evidence of the cultural practices on
thinking process
ELEMENTS OF CULTURALLY-
RESPONSIVE TEACHING:
1. Communication of high expectations.
2. Active teaching methods that promote engagement
3. Teacher as facilitator
4. Positive perspective on parents and families of
culturally and linguistically diverse students.
CULTURALLY RESPONSIVE TEACHING ACKNOWLEDGES
CULTURAL DIVERSITY IN CLASSROOMS AND
ACCOMMODATES THIS DIVERSITY IN INSTRUCTION.
• The THREE (3) important ways:
1. By recognizing and accepting student diversity, it communicates
that all students are welcome and valued as human beings.
2. By building on students cultural backgrounds, culturally
responsive teaching communicates positive images about the
students’ home cultures.
3. By being responsive to different student learning styles,
culturally responsive teaching builds on students’ strengths and
uses these to help student learn.
3. Cultural Sensitivity.
4. Reshaping the curriculum so that it is culturally
responsive to the background of students.
5. Culturally mediated instruction that is characterized
by the use of culturally mediated cognition, culturally
appropriate social situations for learning, and
culturally valued knowledge in curriculum content.
6. Small group instruction and academically related
discourse.