This work is also done by my friends and they should be acknowledged.

1. Multicultural Education
“Strength lies in differences, not in similarities”
― Stephen R. Covey

2. What the term means?
• Multiculturalism is a term often used by the
critics of diversity to describe a set of
educational practices they oppose. They use this
term to describe educational practices they
consider antithetical to the western canon, to the
democratic tradition, and to a universalized and
free society.

3. Why multicultural education curriculum is
required?
• The racial crisis.
• Large number of immigrants entering the nation each
year.
• The widening gap between rich and poor.
• Changing characteristics of the nations students.
• Increase in population with diverse cultures.
• To solve unemployment problems within the country.
• To prepare students to live and function effectively in the
coming century.

4. Multicultural education and school reform
Multicultural education consist of three major components:
an idea or concept, an educational reform movement and a
process (Banks 1993a).
1. Idea or concept
Multicultural education maintains that all students should
have equal opportunities to learn regardless of the racial,
ethnic, social class. Or gender group to which they belong.
It also describes ways in which some students are denied
equal educational opportunities because of their racial,
ethnic, social class, or gender characteristics.

5. 2. An educational reform movement
Multicultural education is an education reform
movement that tries to reform schools in ways
that will give all students an equal opportunity
to learn.
It describes teaching strategies that empower
all students and give them voice.

6. 3. Process
Multicultural education is a continuing process.
One of its major goals is to create within schools
and society the democratic ideals that values
such as justice, equality and reform.
Within a democratic, pluralistic society,
multicultural education is a continuing process
that never ends.

8. The dimensions of
Multicultural education
To effectively conceptualize and implement multicultural
education curricula, programs and practices, there is
development of dimensions (Banks, 1993a, 1995a). They are
1. Content integration
2. The knowledge construction process
3. Prejudice reduction
4. An equity pedagogy
5. Empowering school culture and social structure.

9. 1. Content integration
Describes the ways in which teacher 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.
2. The knowledge construction process.
Consists of the methods, activities, and questions used by
teachers to help students understand, investigate and
determine how implicit cultural assumptions , frames of
references, perspectives and biases within a discipline
influence the ways in which knowledge is constructed.

10. • When the knowledge construction process is
implemented, teachers help students to understand how
knowledge is created and how it is influenced by the
racial, ethnic and social-class positions of individuals
and groups.
3. Prejudice reduction
• Relates to the characteristics of students’ racial attitudes
and strategies that teachers can use to help them
develop more democratic values and attitudes.
4. An equity pedagogy
• Exists when teachers modify their teaching in ways that
will facilitate the academic achievement of students
from diverse racial, ethnic, cultural and gender group.

11. 5. An empowering school culture and social
structure.
• It conceptualizes the school as a complex social system,
that is larger than any of the constituent parts such as
curriculum, teaching materials and teacher attitudes and
perceptions.
• The systemic view of schools requires that in order to
effectively reform schools, the entire system must be
restructured, not just some of its parts. Reform may
begin with any one of the parts of a system (curriculum
or staff development), the other parts of system
(textbooks and assessment program) must also be
restructured in order to effectively implement school
reform related to diversity.

13. References
• Parkay, F.W. & Hass, Glen . (2000). Curriculum Planning - A
Contemporary Approach. United States of America: Allyn &
Bacon.
• Parkay, F.W., Anctil, E. J. & Hass, G. . (2006). Curriculum
Planning: A contemporary Approach . USA: Allyn & Bacon .

14. Thank you