Prescribed Book:
Multicultural Education-Chapter One: brief Summary and important
points:
5 Features of Multicultural Education:
1. Multicultural education encourages mutual interaction and cooperation.
2. Multicultural education views cultural diversity as an asset rather than a handicap.
3. Multicultural education acknowledges the equal rights of all cultural groups in
society.
4. Multicultural education advocates equal educational opportunities.
5. Multicultural education encompasses many dimensions of human differences.
The dimensions of multicultural education, developed by Banks (2006), include:
- Content integration
- The knowledge construction process
- Prejudice reduction
- Equity pedagogy
- An empowering school culture
According to Margaret Gibson (1976), there are 5 approaches to multicultural
education:
1. Education of the culturally different
2. Education about cultural differences
3. Education for cultural pluralism
4. Bicultural education
5. Multicultural education
Typology of James Banks:
Banks typology includes:
1. The contributions approach
2. The ethnic addictive approach
3. The transformational approach
4. The decision making and social action approach.
Typology of Christine Sleeter and Carl Grant:
1. Teaching the exceptional and culturally different
2. The human relations approach
3. Single group studies
4. The multicultural education approach
,5. Multicultural social justice education
Angelina Castagno’s framework of typologies which synthesizes the different
approaches to multicultural education into 6 categories:
1. Educating for assimilation
2. Educating for amalgamation
3. Educating for pluralism
4. Educating for cross-cultural competence
5. Educating for critical awareness
6. Educating for social action
Multicultural education is a multidimensional educational approach which accords
equal recognition to all cultural groups and which provides all learners with a
meaningful and relevant educational experience.
This chapter clearly illustrates that multicultural education is still a contested field
where different understanding, definitions and approaches may be found. It also
shows that different approaches to integration can be found in different schools, but
also within the same institution.
Multicultural Education- Chapter One: brief Summary and important
points:
5 Features of Multicultural Education:
1. Multicultural education encourages mutual interaction and cooperation.
2. Multicultural education views cultural diversity as an asset rather than a handicap.
3. Multicultural education acknowledges the equal rights of all cultural groups in
society.
4. Multicultural education advocates equal educational opportunities.
5. Multicultural education encompasses many dimensions of human differences.
The dimensions of multicultural education, developed by Banks (2006), include:
- Content integration
- The knowledge construction process
- Prejudice reduction
- Equity pedagogy
- An empowering school culture
According to Margaret Gibson (1976), there are 5 approaches to multicultural
education:
1. Education of the culturally different
2. Education about cultural differences
,3. Education for cultural pluralism
4. Bicultural education
5. Multicultural education
Typology of James Banks:
Banks typology includes:
1. The contributions approach
2. The ethnic addictive approach
3. The transformational approach
4. The decision making and social action approach.
Typology of Christine Sleeter and Carl Grant:
1. Teaching the exceptional and culturally different
2. The human relations approach
3. Single group studies
4. The multicultural education approach
5. Multicultural social justice education
Angelina Castagnos framework of typologies which synthesizes the different
approaches to multicultural education into 6 categories:
1. Educating for assimilation
2. Educating for amalgamation
3. Educating for pluralism
4. Educating for cross-cultural competence
5. Educating for critical awareness
6. Educating for social action
Multicultural education is a multidimensional educational approach which accords
equal recognition to all cultural groups and which provides all learners with a
meaningful and relevant educational experience.
This chapter clearly illustrates that multicultural education is still a contested field
where different understanding, definitions and approaches may be found. It also
shows that different approaches to integration can be found in different schools, but
also within the same institution.
, Chapter Two: Understanding diversity and culture - summary and
important points:
Diversity: A characteristic of every society
Diversity not only constitutes groups such as ethnic, race, language, and religious
groups. Individuals within every ethnic group differ from each other in important
ways. Within any one ethnic or race group, different viewpoints develop due to
factors such as geographic origins, socioeconomic class and gender. Personal
qualities such as personality, aptitude and appearance also make a difference.
Diversity therefore constitutes any kind of variety in humankind, including all the
above, as well as sexual orientation, disability, learning preferences, nationality,
educational level, age, marital status, parental status etc.
Culture:
Culture can be viewed as a composite of significant and interrelated factors, all of
which have significance for the teaching and learning process
cultures are processes of social and human interaction
cultures embrace a body of knowledge,
cultures are dynamic, creative and continuous processes,
cultures are created by people,
cultures change continuously over time,
every culture has its own system of values, beliefs, norms and attitudes
all cultures have material artifacts,
cultures have unique verbal and non verbal patterns of communication,
cultures are shared and learned, and
cultures influence the way people think, feel and behave.
Culture has many faces, some highly visible (Explicit), others hidden from
view (Implicit).
Explicit Culture: is easily recognizable in aspects such as food, dress, and
language.
Implicit Culture: Elements are discreet and hidden, such as attitudes, values,
and beliefs.
Macroculture and Micro- or Subcultures:
Multicultural Education-Chapter One: brief Summary and important
points:
5 Features of Multicultural Education:
1. Multicultural education encourages mutual interaction and cooperation.
2. Multicultural education views cultural diversity as an asset rather than a handicap.
3. Multicultural education acknowledges the equal rights of all cultural groups in
society.
4. Multicultural education advocates equal educational opportunities.
5. Multicultural education encompasses many dimensions of human differences.
The dimensions of multicultural education, developed by Banks (2006), include:
- Content integration
- The knowledge construction process
- Prejudice reduction
- Equity pedagogy
- An empowering school culture
According to Margaret Gibson (1976), there are 5 approaches to multicultural
education:
1. Education of the culturally different
2. Education about cultural differences
3. Education for cultural pluralism
4. Bicultural education
5. Multicultural education
Typology of James Banks:
Banks typology includes:
1. The contributions approach
2. The ethnic addictive approach
3. The transformational approach
4. The decision making and social action approach.
Typology of Christine Sleeter and Carl Grant:
1. Teaching the exceptional and culturally different
2. The human relations approach
3. Single group studies
4. The multicultural education approach
,5. Multicultural social justice education
Angelina Castagno’s framework of typologies which synthesizes the different
approaches to multicultural education into 6 categories:
1. Educating for assimilation
2. Educating for amalgamation
3. Educating for pluralism
4. Educating for cross-cultural competence
5. Educating for critical awareness
6. Educating for social action
Multicultural education is a multidimensional educational approach which accords
equal recognition to all cultural groups and which provides all learners with a
meaningful and relevant educational experience.
This chapter clearly illustrates that multicultural education is still a contested field
where different understanding, definitions and approaches may be found. It also
shows that different approaches to integration can be found in different schools, but
also within the same institution.
Multicultural Education- Chapter One: brief Summary and important
points:
5 Features of Multicultural Education:
1. Multicultural education encourages mutual interaction and cooperation.
2. Multicultural education views cultural diversity as an asset rather than a handicap.
3. Multicultural education acknowledges the equal rights of all cultural groups in
society.
4. Multicultural education advocates equal educational opportunities.
5. Multicultural education encompasses many dimensions of human differences.
The dimensions of multicultural education, developed by Banks (2006), include:
- Content integration
- The knowledge construction process
- Prejudice reduction
- Equity pedagogy
- An empowering school culture
According to Margaret Gibson (1976), there are 5 approaches to multicultural
education:
1. Education of the culturally different
2. Education about cultural differences
,3. Education for cultural pluralism
4. Bicultural education
5. Multicultural education
Typology of James Banks:
Banks typology includes:
1. The contributions approach
2. The ethnic addictive approach
3. The transformational approach
4. The decision making and social action approach.
Typology of Christine Sleeter and Carl Grant:
1. Teaching the exceptional and culturally different
2. The human relations approach
3. Single group studies
4. The multicultural education approach
5. Multicultural social justice education
Angelina Castagnos framework of typologies which synthesizes the different
approaches to multicultural education into 6 categories:
1. Educating for assimilation
2. Educating for amalgamation
3. Educating for pluralism
4. Educating for cross-cultural competence
5. Educating for critical awareness
6. Educating for social action
Multicultural education is a multidimensional educational approach which accords
equal recognition to all cultural groups and which provides all learners with a
meaningful and relevant educational experience.
This chapter clearly illustrates that multicultural education is still a contested field
where different understanding, definitions and approaches may be found. It also
shows that different approaches to integration can be found in different schools, but
also within the same institution.
, Chapter Two: Understanding diversity and culture - summary and
important points:
Diversity: A characteristic of every society
Diversity not only constitutes groups such as ethnic, race, language, and religious
groups. Individuals within every ethnic group differ from each other in important
ways. Within any one ethnic or race group, different viewpoints develop due to
factors such as geographic origins, socioeconomic class and gender. Personal
qualities such as personality, aptitude and appearance also make a difference.
Diversity therefore constitutes any kind of variety in humankind, including all the
above, as well as sexual orientation, disability, learning preferences, nationality,
educational level, age, marital status, parental status etc.
Culture:
Culture can be viewed as a composite of significant and interrelated factors, all of
which have significance for the teaching and learning process
cultures are processes of social and human interaction
cultures embrace a body of knowledge,
cultures are dynamic, creative and continuous processes,
cultures are created by people,
cultures change continuously over time,
every culture has its own system of values, beliefs, norms and attitudes
all cultures have material artifacts,
cultures have unique verbal and non verbal patterns of communication,
cultures are shared and learned, and
cultures influence the way people think, feel and behave.
Culture has many faces, some highly visible (Explicit), others hidden from
view (Implicit).
Explicit Culture: is easily recognizable in aspects such as food, dress, and
language.
Implicit Culture: Elements are discreet and hidden, such as attitudes, values,
and beliefs.
Macroculture and Micro- or Subcultures:
