ETH305V - Multicultural Education Latest Updated notes.

ETH305V - Multicultural Education Latest Updated notes. ETH305V MULTICULTURAL EDUCATION Culture • A shared system of beliefs, values, customs, behaviors, and artifacts • Processes of social and human interaction • Example: Ndebele tribe. Xhosa Macro culture • Embodied by the countries symbols and values • Shared by all citizens • Example: Flag and national anthem Micro / sub culture • Smaller groups within a larger culture; such as religious, language and sports groups • They share a belief in certain rules and roles • Example: Sports team, religion Micro cultures that influence classroom teaching • Gender • Barriers to learning • Socio-economic class • Language • Family structure Multicultural education • A multi-disciplinary educational programme the provides multiple learning environments • A reaction to assimilation and integration where minority groups where engulfed by a dominant group • It focuses on incorporating equal recognition of beliefs and values of people from various cultural groups. • Multicultural education aims to help learners understand the unique cultural backgrounds of various groups, develop equal learning opportunities and reduce any form of discrimination and racism. • Encompasses: o Race o Ethnicity o Religion o Gender o Socio-economic class o Age o Physical disabilities Race and racism • Racism is viewing one’s own race as superior to other races • People are not naturally racist, but they learn this as a result of the attitudes and behavioral patterns of their elders. • Example: Whites thinking they are better than blacks Discrimination • The unfair, disadvantageous treatment of individuals and groups. • Can take many forms such as discrimination on the grounds of language, religion, ethnic grouping and class • Example: Not getting a job because of the colour of your skin Minority groups • Relates to those groups in society who are in the numerical minority. • Example: Jewish South Africans form a minority group as opposed to groups who are Zulu S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 2 Dimensions of multicultural education: • Content integration o When teachers use examples and content from a variety of cultures and groups to illustrate key concepts when teaching diverse groups • Equity pedagogy o Modifying teaching in order to facilitate the academic achievement of students from diverse racial, cultural, gender and social-class o This includes using a variety of teaching styles and approaches to accommodate a wide range of learning styles within different cultural and ethnic groups • The knowledge construction process o Refers to the methods, activities and questions teachers use to help learners understand how assumptions and perspectives influence the way in which knowledge is constructed o Teachers help learners to understand how racial, ethnic and social class influences knowledge • Prejudice reduction o By reducing prejudice, teacher helps learners to develop positive attitudes towards different racial, ethnic and cultural groups o The objective is to overcome the learner’s current bias and add more positive attitudes • An empowering School culture o This involves restructuring the culture and organization of the school so that learners from diverse groups can experience equality o This is a collaborative process that involves all members of the school staff Ethnic group and ethnocentrism • An ethnic group is the distinct social group within a larger society • Ethnocentrism is the tendency to view one’s own cultural group ad its social standards as superior Multicultural society/community • It is the heterogeneous, diverse nature of societies and communities Stereotypes • When we create mental categories in order to place people, items or events in conceptually specified groups. It is how we describe people • It can amount to overgeneralization of a person or a group • Example: Lower income people are uneducated Prejudice • The judgement or opinion of a person or thing prior to examination of the facts • It is how we feel about people • Sources: Social inequalities, frustration and aggression, social dominance, institutions Assimilation (6) • Members of the minority groups in society must conform to and adopt the values, norms and language of the majority and dominant social group • It is opposed to the principles of multicultural education • It does not celebrate diversity • It ignores the needs of the learners from diverse social groups Socio-economic class • An individual’s economic and social position in society in relation to other, based on their income, education and occupation • Categorized into three levels; high, middle and low • Example: The average working class citizen would fall into the middle category, while an unemployed person who has no shelter and minimal food would fall into the low class S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 3 Empowerment (4) • A process, which enables learners to access aspects of the dominant culture Examples: The history of discrimination in SA The various social groups that where disadvantaged and did not enjoy educational equality The need to empower all the languages spoken in SA • To broaden their understanding of themselves and the world in which they live Diversity (The need for multicultural education in SA) (4) • South Africa is culturally divers and the different viewpoints within any one ethnic or race group need to be accommodated • It is shown by the number of languages spoken, the racial, ethnic and social class mix • Diversity constitutes any kind of variety in human kind Xenophobia • A hatred or fear of foreigners which results in an increase tension and violence towards immigrants SOCIALIZATION MODELS Teachers can measure their approach to education by 2 models: • Assimilation models: A process whereby minority groups are assimilated into a group with a more dynamic culture o Assimilation The acceptance of a minority group by a majority population in which the minority group takes over the values and norms of the dominant culture. o Amalgamation To create and develop an entirely new, unique and distinctive culture o Open society This is where ethnicity, faith, language or any other bias on which groups are formed, are rejected. The interest of the individual is given priority • Culturally pluralistic models: A society with a diversity of cultural, ethnic and religious difference o Structural pluralism Also called the “salad bowl” and accepts the idea that cultural pluralism is part of modern society, but advocates separate development o Modified cultural pluralism Acknowledges cultural diversity but favors greater interaction between the different groups o Dynamic cultural pluralism Acknowledges the importance of a group as well as the individual’s identity. Individuals should have the right to free association S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 4 THE DIFFERENCE BETWEEN ASSIMILATION AND MULTICULTURALISM Assimilation: • Monocultural policy • Emphasis on minimising cultural differences • Encourages social conformity and continuity • Minority groups are expected to conform to the dominant group culture. Multiculturalism: • Recognises and accepts different cultural groups • Views cultural diversity as an asset • Each culture retains its essence. THE EMERGENCE OF MULTICULTURAL EDUCATION • Multicultural education grew in the USA out of the civil rights movement of the 1960’s • The aim of the civil rights movement was to eliminate discrimination in all spheres of society • At first attention was given to ethnic study courses which learners could choose as an elective • Multicultural education gained more favour in countries such as Canada, Britain and Australia • In South Africa multicultural education is seen as a way of improving the understanding and acceptance of all races and cultures CHARACTERISTICS/FEATURES OF MULTICULTURAL EDUCATION: • Recognises and accepts different cultural groups • Encourages mutual interaction and cooperation • Views cultural diversity as an asset • Acknowledges the equal rights of all cultural groups • Advocates equal educational opportunities • Encompasses many dimensions of human differences • Requires the reform of the total school environment • Permeates the entire teaching and learning process • It is an on going process MULTICULTURAL EDUCATION HAS 2 PRIMARY GOALS: • Development of learner’s knowledge, skills and attitudes necessary for living in a culturally diverse environment • Giving educators insight into the impact of socio-cultural factors on teaching and learning in order to maximise learner’s academic achievements WHAT CAN BE DONE TO DIFFUSE TENSION IN A MULTICULTURAL SCHOOL? • It is an on going processes • Improve relationships • Help the learners to become sensitive to the needs and concerns of all people • Makes sure that social classes, races, genders and cultural groups have equal opportunities to learn S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 5 CONDITIONS FOR EFFECTIVE MULTICULTURAL EDUCATION: School policy • Supported by a formal policy document Early integration • The process should start as early as pre-primary school level Preparation of the teacher • Preparation in terms of knowledge, skills and attributes Positive educator expectations: • Educators need to understand the cultural differences of the learners in the multicultural class so that they can maintain equally positive expectations of all their learners, irrespective of race or culture. A learning environment that supports positive inter-racial contact: • Create suitable learning environments that foster intergroup contact • Properly facilitated by appropriate education and support Pluralistic curriculum: • Educational programmes need to be multicultural in design • Ethnic content needs to form part of the educational programmes • Instructional materials need to depict events from diverse ethnic and cultural perspectives POLICIES THAT HAVE OUTLAWED DISCRIMINATION IN EDUCATION: • The South African Constitution (1996) o The founding principles of the Constitution affirm human dignity, equality, freedom, nonracism and non-sexism o Everyone has the right to basic education and education in the language of their choice o Learners may not be excluded from activities on the ground of race, language or religion • The South African Schools Act 84 of 1996 o Redress past injustices in educational provision o Provision of high quality education for all learners • Report on the study on racism in schools by the SA Human Rights Commission (1999) o Includes details of incidents of racism in South African schools o Explores the lack of racial interaction in many schools o Indicates that much still needs to be done to ensure multicultural education in South Africa • Report of the Gender Equity Task Team (1997) o Found evidence of child abuse, sexual harassment and violence against woman o Suggests that the development of non-racist and non-sexist attitudes be addressed in all phases of education • Manifesto on values, education and democracy (2001) o 10 Values are highlighted: democracy, social justice and equity, equality, non-racism, non-sexism, Ubuntu (human dignity), sustaining an open society, accountability, the rule of law, respect, and reconciliation 3 CHALLENGES WHY WE CAN’T TEACH CHILDREN IS THE LANGUAGE OF THEIR CHOICE (6) • School facilities not available • Teachers are not always educated in teaching in that language • Resources would need to be developed • The cost WHY IS THERE A NEED FOR MULTICULTURAL EDUCATION IN SOUTH AFRICA? • The diverse nature of South African society • Empowerment • Equality, equity and quality in education • Social transformation • Multicultural education is anti-racist education S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 6 HOW CAN TEACHERS PROTECT HUMAN RIGHTS IN EDUCATION? • The teacher must be aware of the content, attitudes and values within textbooks • The teacher must analyse the materials for bias • The teacher must provide accurate representations of diverse groups in the learning content EXCEPTIONAL / GIFTED LEARNERS The roll of the teacher in creating the right attitude • Take courses in special education • Change their attitudes • Develop practical classroom strategies for dealing with diversity of learner needs Characteristics of gifted learners: • Intellectual: o Accelerated pace of learning o The ability to see relationships and solve problems o Curiosity and persistence o Creativity • Affective: o High expectations of self and others o Impatience in physical development CURRENT APPROACHES TO DEALING WITH DIVERSITY IN SOUTH AFRICAN SCHOOLS: • The assimilation approach o Learners are expected to adapt to the existing ethos of the school • The “colour blind” approach o Educators claim not to see race or colour and thus don’t deal with cultural diversities • The “contributionist” approach o The school plans cultural activities in an attempt to confirm its recognition of “new” learners • The multicultural approach o All cultures are equally valid and should be respected in the school context DIVERSITY: A CHARACTERISTIC OF EVERY SOCIETY • The term “Diversity” originates from the Latin term diversus, meaning more than one, of a different kind • Colonisation, migration, immigration and war have led to diversity all over the world and in South Africa, South African society is multicultural Culture is explicit and implicit: Explicit: • Highly visible • Easily recognizable in aspects such as food, dress and language. Implicit: • Discreet and hidden • Attitudes, values and beliefs. EDUCATION AND CULTURE: • Educators should transmit and interpret the knowledge of both the dominant culture and the micro cultures by providing multicultural education Educators should: • Have an understanding and knowledge of their own culture • Be aware of the cultures of their learners • Know which cultural factors influence the teaching-learning process S - The study-notes marketplace Downloaded by: nikkinaidoo9876 | Distribution of this document is illegal S - The study-notes marketplace 7 EXAMPLES OF MICRO CULTURES THAT CAN INFLUENCE CLASSROOM TEACHING: Gender • The physical and non-physical factors that identify people as male or female Barriers to learning • All learners irrespective of ability, follow the national curriculum, but should be adapted to suit their abilities Socio-economic class • An individual’s economic and social position in society in relation to other, based on their income, education and occupation Language • Schools have a linguistically diverse learner population • Majority of schools have only one language of learning Family structure • Some children are from multi generational families (mom, dad, aunt, uncle, grandparents) • Sometimes the caregivers are not the biological parents CULTURAL CONTRACTS Ready-to-sign contracts • Are pre negotiated and no further negotiations is allowed Quasi-completed cultural contracts • Are partially pre negotiated and partially open for negotiation Co-created cultural contracts • Are fully negotiable the only limit being personal preference CLASSROOM CULTURE: The classroom is a micro culture when: • Every educator and learner is a unique cultural being who brings a distinct set of beliefs, values and experiences that influence attitudes, behaviours and perceptions • Cultural transmission takes place in which learners become socialised • Learners from different cultural backgrounds as educators or the macro-culture may experience cultural alienation • Educators need to bridge the cultural gaps in the classroom Suggestions to help educators to learn about their learners and their cultures (4) • Meet learners and their families on a first-hand basis • Speak to community leaders • Arrange information evenings and workshops • Invite parents or other community members to speak to the class • Invite learners to write about themselves • Collect and read resources about a specific culture.