Social Dimensions of Education

1. CULTURAL CHANGES
Multiculturalism
and
Multicultural Education

2. Multiculturalism

3. Multiculturalism
• is a policy that emphasizes the unique
characteristics of different cultures,
especially as they relate one another in
receiving nations.
• The term is often used to describe
societies which have many distinct
cultural groups, usually as a result of
immigration.

4. Advantages of Multiculturalism

5. Advantages of
Multiculturalism
Lead cultural exchanges
Add variety in the life of all
citizens
Bridges the chasm of
ignorance and arrogance

6. Lead cultural exchanges
The Filipino
fastfood
empire –
Jollibee has
gone global.

7. Lead cultural exchanges
VIETNAM. Fresh herbs and
vegetables play a huge role
in this country’s cuisine so
it’s no wonder that a Garden
Fresh Salad is found on
their Jollibee menu. Along
with Chicken Joy meals,
they also offer Chicken
Barbecue, Chicken Strips,
and a Chicken Curry rice
meal. For tangy palates, a
Sweet & Sour Meatballs
meal is also available.

8. Lead cultural exchanges
QATAR. In meat-loving Qatar, Jollibee has introduced pita
sandwiches, with a choice of beef strips of chicken slices. In
addition to their beef burgers, they also offer a Crispy Chicken
Burger in classic and spicy variants. Chilli chicken wings and a
Macaroni Salad round up their special Qatar menu.

9. Lead cultural exchanges
SAUDI ARABIA. With
a menu similar to
Qatar’s, the Saudi
Arabian version also
offers Macaroni Salad
and a Crispy Chicken
Burger.

10. Lead cultural exchanges
BRUNEI. Bruneian cuisine is
heavily influenced by its
neighbors Indonesia, Singapore
and Malaysia, so it’s no wonder
that a dish like chicken curry
makes its way to their Jollibee
menu. Along with curry meals,
they also offer Crispy Chicken
Strips, Chicken Barbecue, a
Crispy Chicken Burger with
Cheese, a Pita Sandwich, and,
get this—Double Cheese Fries.
(Now wouldn’t you love seeing
this on a future Jollibee PH
menu!)Read more at http://ph.she.yahoo.com/jollibee-
menu-items-from-all-over-the-world-
144040675.html

11. Add variety in the life of all citizens

12. Bridges the chasm of ignorance and
arrogance

13. Disadvantages of
Multiculturalism

14. Brings anxiety to stability of national
identity

15. Creates national disunity

16. Questionable loyalties

17. Three
Referents
of
Multiculturalism

18. 1) Demographic-Descriptive
• the word multicultural refers to the
existence of linguistically, culturally
and ethnically diverse segments in
the population of a society

22. 2. Ideological-Normative
This usage of multiculturalism
constitutes a specific focus towards the
management and organization of
governmental responses to ethnic
diversity

23. Exclusion
• 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 in which they live.

24. Apartheid
inhuman acts committed for the
purpose of establishing and maintaining
domination by one racial group of
persons over any other racial group of
persons and systematically oppressing
them

25. Apartheid

26. Apartheid

27. Ethnic Cleansing
the attempt to create ethnically
homogeneous geographic areas through
the deportation or forcible
displacement of persons belonging to
particular ethnic groups.

28. Ethnic Cleansing

29. Genocide
the deliberate and systematic
destruction of a group of people
because of their ethnicity,
nationality, religion, or race.

30. Genocide

31. Acts of Genocide
 Killing members of the group;
 Causing serious bodily or mental harm
to members of the group;
 Deliberately inflicting on the group
conditions of life calculated to bring
about its physical destruction in whole
or in part;.

32. Acts of Genocide
 Imposing measures intended to prevent
births within the group;
 Forcibly transferring children of
the group to another group

34. 3) ProgRammatic-Political
• Usage of multiculturalism refers to the
specific policies developed to respond
and manage ethnic diversity

35. Canadian Multicultural Policy
• officially recognizes the importance of
Canada’s multicultural heritage and
states that the heritage must be
preserved and promoted;
• recognizes the rights of Aboriginal
peoples in Canada;
• states that while English and French
remain the only official languages of
Canada, other languages can be spoken;

36. Canadian Multicultural Policy
• states that all Canadian citizens have
equal rights, regardless of any
differences they might have and
regardless of skin color, religion,
country of birth, ethnic background,
etc.; and
• recognizes the right of ethnic,
linguistic, and religious minorities to
keep their cultures, languages, and
religious practices.

38. 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

39. James Banks’ Goals of ME:
• 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.

40. James Banks’ Goals of ME:
• To help students to acquire knowledge,
attitudes and skills needed to function
effectively in pluralistic democratic society
• To help students to acquire knowledge and
commitments needed to make reflective
decisions

41. James Banks’ Goals of ME:
• To promote democracy and democratic living
• To help students develop more positive
attitudes toward different racial, ethnic,
cultural and religious groups.

42. Four Approaches
in Achieving
Multicultural Education
1) Contributions Approach
2) Additive Approach
3) Transformation Approach
4) Social Action Approach

43. 1) Contributions Approach
The ethnic heroes and holidays are included in
the curriculum.

44. 1) Contributions Approach
The ethnic heroes and holidays are included in
the curriculum.

45. 2. Additive Approach
• A unit or course is incorporated but no
substantial change is made to the curriculum as
a whole

46. 2. Additive Approach

47. 2. Additive Approach

48. 2. Additive Approach

49. 3. Transformation
Approach
• Students are taught to view events and
issues from diverse ethnic and cultural
perspectives.

50. 4. Social Action
Approach
• Students not only learn to view issues from
multiple perspectives but also become directly
involved in solving related problems.

51. Multicultural Education is a progressive
approach for transforming education that
holistically critiques and addresses current
shortcomings, failings and discriminatory
practices in education.

52. Multicultural Education is a grounded in
the ideals of social justice, educations equity and
a dedication to facilitating educational
experiences in which all students reach their full
potential as learners and as socially aware and
active beings, locally, nationally and globally

53. Multicultural Education
- Acknowledges that schools are essential to
laying the foundation for the transformation of
society and the elimination of oppression and
social justice.

54. Multicultural Education
- A field of study designed to increase
educational equity for all students that
incorporates content, concepts, principles,
theories and paradigms from history, the social
and behavioral sciences and ethnic and women
studies.

56. Shared Ideals
• 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

57. Shared Ideals
• Teachers must be prepared to
effectively facilitate learning for every
individual student
• Schools must be active participants in
ending oppression of all types
• Education must become more fully
student-centered

58. Shared Ideals
• Educators, activists and
others must take a more
active role in reexamining all
educational practice and how
they affect the learning of
all students

59. Dimensions of Multicultural
Education

61. 1) Content integration
• It 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.
The infusion of ethnic and
cultural content into a subject
area is logical and not contrived
when this dimension is
implemented properly.

62. 2) 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. Students also learn
how to build knowledge for
themselves.

63. 3) Prejudice reduction
• seeks to help students
develop positive and
democratic racial
attitudes. It also helps
students to
understand how ethnic
identity is influenced
by the context of
schooling and the
attitudes and beliefs
of dominant social
groups.

64. 3) Prejudice reduction
The theory developed by Gordon
Allport (1954) has significantly
influenced research and theory in
intergroup relations. He
hypothesized that prejudice can be
reduced by interracial contact if the
contact situations have these
characteristics: (1) they are
cooperative rather than competitive;
(2) the individuals experience equal
status; and (3) the contact is
sanctioned by authorities such as
parents, principals and teachers.

65. 4) Equity pedagogy
• An 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.

66. 4) Equity pedagogy
This includes using a variety of
teaching styles and approaches
that are consistent with the
range of learning styles within
various cultural and ethnic
groups. It also includes using
cooperative learning
techniques in math and science
instruction to enhance the
academic achievement of
students of color.

67. 5) Empowering school culture & social
structure
• This dimension involves
restructuring the culture
and organization of the
school so that students
from diverse racial,
ethnic, socioeconomic,
and language groups
experience equality.

68. 4) Empowering school culture & social
structure
Grouping and labeling practices, sports
participation, gaps in achievement among groups,
different rates of enrollment in gifted and special
education programs among groups, and the
interaction of the staff and students across ethnic
and racial lines are important variables that are
examined and reformed.