Who’s Reporting?

ALEJANDRO,ANDAYA APILADA, CHRISTIAN C.

MANAGE REPORTERS
What is multicultural diversity

Culture Diversity is the quality

of diverse or different cultures , as
opposed to monoculture, or a
homogenization of cultures , the term
cultural diversity can also refer to having
different cultures respect each other
differences.

SUB TOPIC Part 1

1
‘’ALL MEN ARE PRETTY
MUCH ALIKE .IT IS ONLY
BY CULTURE THAT THEY
ARE SET APART”
-CONFUCIUS

SUB TOPIC Part 1

 WHAT IS

2
CULTURE?
‘’Thevalues , traditions , worldview shared
by a group of people bond together by a
combination of factors”
(DERMANS AND SPARKS)

‘’A way thinking ,behaving or working that

exists in a place of organization’’
(MERRIAM-WEBSTER DICTIONARY)

SUB TOPIC Part 2

3
CULTURE
-Comes from the latin
word “ CULTUS”

SUB TOPIC Part 3

 DIVERSI

4 SUB TOPIC Part 4

TY
Comes from the Latin word which
is “DIVERTAS”
 WHAT CULTURAL

5
DIVERSITY?

-The cultural variety and cultural

differences that exist in the world,
a society , or an institution
6
Diversity Of Learners in
Multicultural Classrooms
• RACE
• ETHNIC GROUP
• RELIGIOUS GROUP
• LANGUAGES
• SOCIO-ECONOMIC
BACKGROUND

SUB TOPIC Part 5

7
THIS IS
JAMES A.
BANK
 WHO IS JAMES A. BUNK

8
-Is an educator who has been
called “THE FATHER OF
MULTICULTURAL
EDUCATION “a discipline
that seeks to develop
awareness and skills in
teachers and students for
living in a culturally diverse
United States and World.
9
“The major goal of multicultural education is to
transform the school so that male and female
students, exceptional learners , as well as students
coming from diverse cultural , social class , racial
and ethnic groups will receive an equal opportunity
to learn in school “

-JAMES A. BANK
 ACCORDING TO BANKS AND BANKS
(1995)

10
-”MULTI CULTURAL EDUCATION AS A
FIELD OF STUDY IS DESIGNED TO
INCREASE EDUCATIONAL EQUITY
FOR ALL STUDENTS”

ACCORDING TO JAMES A. BANK

(1997)
-”MULTICULTURAL EDUCATIONAL
REFORM MOVEMENT,AND A
PROCESS.
11
ACCORDING TO HAERTEL (1998)

-”MULTICULTURAL EDUCATION ENABLES

TEACHERS AND EDUCATORS TO GIVE VALUE
TO THE DIFFERENCES IN A PRIOR
KNOWLEDGE , EXPERIENCES OF LEARNERS
FROM DIVERSE BACKGROUND AND
FAMILIARITY WITH STUDENTS HISTORIES OF
DIVERSE CULTURE”
12 SOME RESPONSES TO
MULTICULTURAL

EDUCATION
13
1.ENVIRONMENTAL
ADAPTATIONS OF
CLASSROOMS
1.BEHAVIOR SUPPORT PLANS
2.COOPERATIVE LEARNING
3.PEER TUTORING
4.TEAM TEACHING
 Basic Assumptions in every
Classroom
• No two learners are exactly the
same. •Children in all classrooms

14
are heterogeneous.
•Strategies that work with one may
not be well for the other.
• Students’ background and
experiences should be considered
when teaching.
• Community members can
contribute to the success of easing
out ethnic issues.
15
• Students’ background and
experiences should be considered
when teaching.
• Community members can
contribute to the success of easing
out ethnic issues.
 Approaches to Multicultural Education (Sleeter
& Grant, 2002) •

Assimilation - Teaching the exceptional and

culturally different to assimilate into the
cultural mainstream using transitional bridges
in the regular school program.

16 • Social Harmony - Human relations

approaches that attempt to help students of
differing backgrounds understand and accept
each other.
 • Single-Group Studies - Encourages
cultural pluralism by concentrating on
the contributions of specific individuals
and groups.
• Cultural Pluralism through Educational

17
Reform - Multicultural approaches that
promote pluralism by reforming entire
educational programs – altering
curricululate, integrating staffs, and
affirming family languages.
 • Social Reform and Cultural

18
Change - Education that is
multicultural and social
reconstructionist actively
challenges social inequalities
 Suggestions to understand multi-cultural
learners
• Learn and become sensitive to and
aware of racial, ethnic, cultural and

19
gender groups other than your own.
• Never make assumption about an
individual based on your perception of
that individual’s race, ethnicity, culture
or gender.
 • Avoid labeling or stereotyping.
• Get to know each student as a unique
individual.

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• Check out your own biases about the
people who are different from your race,
ethnicity, culture, gender or
socioeconomic status.
• Plan learning activities within a
multicultural framework while making
the classroom safe and secured for all
the students.
21
Utilize multicultural instructional
materials and strategies when
teaching.
• Promote cooperation and
collaboration among your learners,
parents and teachers.
 Multicultural education has five main

22
characteristics and goals. These are
content integration, knowledge
construction, prejudice reduction, equity
pedagogy and empowering school
culture and social structure.
Thank you
For
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