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Multicultural Education
Dr. Tonja L. Root
Department of Early Childhood
and Reading Education
Valdosta State University
Valdosta, GA 31698
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Causes of Prejudice in Children
Natural tendency to evaluate & categorize people
Natural tendency to adopt the attitude of respected adults & other children
Relationship between personal identity & need for group membership
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The Statistics
By 2000 33% of children in school will be nonwhite.
By 2020 50% will be nonwhite.
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Multicultural Education Goals
To develop more positive attitudes toward different cultural, racial, & ethnic groups
To reduce prejudice: Must address cognitive, affective, and behavioral domains
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Related Goal: Critical Thinking
Open-mindednessFlexibilityRespect for other viewpoints
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Phase 1: Bombardment of Experiences
Students participate in variety of ethnic experiences: exposure to diversity.
Teacher reads aloud books focusing on children from diverse American cultures.
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Phase 1: Bombardment of Experiences (cont.)
Experiences: guest speakers, field trips, events for children, ethnic music
Shared book experience (page 253)
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Phase 2: Focusing through Guided & Individual Reading
1 Students decide on cultural group.
2 Teacher divides class into learning teams.
3 Teacher assigns 1-2 books/ team.
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Phase 2: Focusing through Guided & Individual Reading (cont.)
4 Each reads silently & individually.
5 Each conferences with teacher periodically to monitor comprehension.
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Phase 2: Focusing through Guided & Individual Reading+
6 When team finishes a book, teacher conducts reading conferences with that team:
Stage 1: View the character from outside. (Describe character.)
Stage 2: Compare oneself to the character. (List comparisons.)
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Phase 2: Focusing through Guided & Individual Reading+
Stage 3: Identify with the character. (How are lives are similar?)
Stage 4: Develop empathy. (Respond to hypothetical situations.)
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Phase 3: Point of View
Achieve goals:1 to facilitate a deeper
understanding of point of view
2 to discuss the concepts explicitly
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Phase 3: Point of View (cont.)
3 to move students from their own points of view to viewing life from the perspectives of people different from them-selves
(4 activities, p. 257-258)Provide meaning of “point of
view” & relate it back to char-acters in books read (Phase 2)
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Phase 4: Creating a Character through Language
Experience1 Ask questions to help students
imagine their own characters, visualize settings, & view world from characters’ perspectives.
(Questions, p. 259)2 Compile portfolio of character
data sheets (p. 260); drawings of character, family, friends; etc.
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Phase 4: Creating a Character through Language Experience+
3 Students meet in teams of characters’ cultural group to introduce them so that all team members & imagine each as a real person.
4 Students dictate their stories (LEA) & do process writing.
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Phase 4: Creating a Character through Language Experience +
Students share with class-mates; compile stories into book; & present them to parents, other students, & teachers.
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Extension: The Multicultural Community
1 Students decide which characters might live in same community (including a variety of cultural groups).
2 Arranged in community groups, students discuss & visualize community: setting, name, relationships, interactions.
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Extension: The Multicultural Community (cont.)
3 Students create group stories (LEA), revise, edit, & share.
4 Teacher conducts debriefing sessions in groups & with class. (questions, p. 262-263)
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Sequence Flexibility
Sequencing of the phases leads students in a gradual manner from viewing character from an external point of view to developing empathy & viewing world from character’s perspective.
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Sequence Flexibility (cont.)
This sequence need not be followed in a lockstep manner.
Students should grasp the concept of “point of view.”
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