View
58
Download
1
Embed Size (px)
Citation preview
April 16–18, 2015 National Conference
Hartford, Connecticut
Developing a Multicultural
Curriculum
Presenter
2
Dr. William A. Howe Education Consultant
CT State Department of Education
165 Capitol Avenue, Room 222
Hartford, CT 06106
Phone: (860) 713-6752 / Fax: (860) 713-7025
email: [email protected]
Past-President of the
National Association for Multicultural Education
LEARNING OBJECTIVES
1. Develop a deeper understanding of culture and how it influences how we learn.
2. Gain an understanding of multicultural education, its implementation, and how it can increase academic achievement.
3. Learn how to enhance a school culture in order to foster effective, practical teaching & learning.
Defining the Need for CULTURALLY RESPONSIVE EDUCATION
Importance of Being Multilingual
Working With Bias
Constructivist Listening
Seven Key Social Skills
Seven Cultural Competence Skills
Multicultural Education
Lesson Planning
COURSE OVERVIEW
Family Status
Sex
ua
l O
rien
tati
on
Adapted from
Loden & Rosener,
1991
wahowe-csde
5
THE #1 RESPONSIBILITY OF SCHOOLS
Ensure that all students
feel safe,
both physically
and emotionally,
in order
for learning to occur
at its optimum.
wahowe-csde
7
Defining the Need
CULTURALLY RESPONSIVE
EDUCATION
8
RESEARCH ON COMPANIES
The #1 reason
why people are
fired
from their job is:
the inability to get
along with others.
RESEARCH FROM YALE STUDY
The #1 reason
why people are
fired
from their first job is:
the inability to get
along with others.
RESIDENCE ADVISORS’ STUDY
The #1 reason
why first year college
students have a bad
experience living in a
dormitory is:
the inability to get
along with others.
IN THE OLD DAYS
Teachers educated students in reading,
writing and arithmetic to prepare for
jobs in agriculture and manufacturing.
TODAY AND THE FUTURE
Teachers must prepare
students to work in a global
workplace and compete with
job seekers internationally.
THE GLOBAL OUTLOOK
Forty percent of the
S&P 500’s biggest
corporations
do ... more than 60
percent of their
business abroad Big Money on Rise, Average Worker Losing.
Hartford Courant 11/13/10
3 MOST POPULOUS COUNTRIES
#1 China: 1,330,044,544
#2 India: 1,147,995,904
#3 USA: 303,824,640
3 TOP ECONOMIC SUPER POWERS
#1 USA -
$14,624,180,000,000
#2 China -
$10,084,370,000,000
#3 Japan-
$4,308,630,000,000
THINKING GLOBALLY
There are as many people studying English in China as there are people in the U.S.
Seven of the ten most watched T.V. shows in the world are American
We must prepare students
to be more knowledgeable
globally.
3RD GRADE READING LEVEL
Research suggests
that if children aren’t
reading by 3rd grade, it
is unlikely they will
ever catch-up.
Juell, 1988, National Reading Council, 1998
National Children’s Reading Foundation,
2008
A DIPLOMA, A TICKET AND A BLINDFOLD …
HOW WELL WOULD YOUR GRADUATES
do living in ……
Beijing ?
Dubai ?
New Delhi ?
Tokyo ?
New York ?
BECOMING MULTICULTURAL
SCHOOLS & FAMILIES MUST DO A
BETTER JOB
preparing students for a diverse
world where cultural
competence is becoming
increasing valuable
Multi-lingual
THE IMPORTANCE OF BECOMING
23
wahowe-csde
24
THE 10 MOST SPOKEN LANGUAGES IN THE
WORLD
1. Mandarin – 14.4%
2. Spanish – 6.15%
3. English – 5.43%
4. Hindi - 4.70%
5. Arabic – 4.43%
6. Portuguese – 3.27%
7. Bengali – 3.11%
8. Russian – 2.33%
9. Japanese – 1.90%
10. Punjabi – 1.44%
CHINA WILL SOON BECOME
The #1
English-
speaking
country in
the world.
SOUTH AFRICA
has 11
official
languages
BEING MULTILINGUAL:
Workers who can speak English & Spanish are GOLD
Workers who can speak English,
Spanish, Mandarin & are culturally
competent are PLATINUM
WORKING EFFECTIVELY WITH STUDENTS FROM
CULTURALLY DIVERSE BACKGROUNDS
Today, one of every five children in the United
States is from an immigrant family.
wahowe-csde
29
By 2040 one of every three U.S. children
is projected to be from an immigrant
family.
wahowe-csde
30
Nearly 80 percent of the new immigrants
are people of color from Latin America,
Asia, and the Caribbean.
wahowe-csde
31
Approximately 75 percent of the new immigrants are of Spanish-speaking origin, although children speaking more than 100
different languages are entering U.S. schools.
Aproximadamente el 75 por ciento
de los nuevos inmigrantes son de
origen Hispano
wahowe-csde
32
With BIAS
UNDERSTANDING & WORKING
33
wahowe-csde
35
ABLE-ISM – NOT SO SUBTLE
“Look at the angle that he was in,” says New Westminster
mom Anne Belanger, her voice a whisper as she fought
back tears. “He’s ostracized. He wants to be part of
the gang so much.”
RACIAL MICROAGGRESSIONS
Such incidents
have become a
common-place
experience for
many people of
color because they
seem to occur
constantly in our
daily lives.
wahowe-csde
38
RACIAL MICROAGGRESSIONS …
Are the brief and everyday
slights, insults, indignities and
denigrating messages
sent to people of color by well-
intentioned White people who are
unaware of the hidden messages being
communicated.
RACIAL MICROAGGRESSIONS …
These messages may be sent verbally
("You speak good English."), nonverbally
(clutching one's purse more tightly) or
environmentally (symbols like the
confederate flag or using American Indian
mascots). Such communications are
usually outside the level of conscious
awareness of perpetrators.
AVERSIVE RACISM
Many well-intentioned White people
consciously believe in and profess
equality, but unconsciously act in a racist
manner, particularly in ambiguous
situations.
When a White couple (man and women)
passes a Black man on the sidewalk, the
woman automatically clutches her purse
more tightly, while the White man checks
for his wallet in the back pocket.
(Hidden Message: Blacks are prone to
crime and up to no good.)
A third generation Asian American is
complimented by a taxi cab driver for
speaking such good English.
(Hidden Message: Asian Americans are
perceived as perpetual aliens in their
own country and not "real Americans.")
Police stop a Latino male driver for no
apparent reason but to subtly check his
driver's license to determine immigration
status.
(Hidden message: Latinas/os are illegal
aliens.)
American Indian students at the
University of Illinois see Native American
symbols and mascots - exemplified by
Chief Illiniwek dancing and whooping
fiercely during football games.
(Hidden Message: American Indians are
savages, blood-thirsty and their culture
and traditions are demeaned.)
EMPATHY DEFICIT
Researchers at the University of Michigan Institute for Social Research reported that college students now are 40 percent less empathetic than they were in 1979, with the steepest drop coming in the last 10 years. Students today are generally less likely to describe themselves as "soft-hearted" or have "tender concerned feelings for others" and more likely to admit that "other people's misfortunes" usually don't bother them. (Boston Globe, Oct 17, 2010)
I BELIEVE WE CAN CHANGE THE WORLD IF WE
START LISTENING TO ONE ANOTHER AGAIN.
Simple, honest, human conversation.
Not mediation, negotiation, problem
solving, debate, or public meetings. Simple,
truthful conversation where we each feel
heard, and we each listen well. This is how
great changes begin, when people begin
talking to each other about their
experiences, hopes, and fears. “ From Turning to One Another: Simple Conversations to Restore Hope to the Future, by Margaret
Wheatley.
wahowe-csde
48
“Most people don’t listen with the
intent to understand; they listen
with the intent to reply” ……… Stephen Covey
80% of awake time is spent communicating.
We spend 45% of awake time listening.
75% of the words are ignored, misunderstood or forgotten
Most Adults Listen Actively for 17 seconds
LISTENING TECHNIQUES
ACTIVE CONSTRUCTIVE
The listener must
take care to attend to
the speaker fully, and
then repeats, in the
listener’s own words,
what he or she thinks
the speaker has said.
“I agree to listen and
think about what you
say in exchange for
you doing the same
for me.”
wahowe-csde
51
CONSTRUCTIVIST LISTENING GUIDELINES
Each Person
• Has equal time to talk.
• Does not interrupt, give advice or break
in with a personal story.
• Agrees that confidentiality is
maintained.
• Focus on what the speaker is saying
others
DIFFICULT CONVERSATIONS
Learning the words - how to talk
about
perspectives, perceptions
differences, and attitudes.
FACILITATING CONDITIONS/STRATEGIES
Becoming culturally skilled and competent in
facilitating difficult dialogues on race is a
constant lifelong journey. Understand that
everyone will commit racial blunders or make
insensitive statements.
The issue is how your recover, not how you
cover up. (Derald Wing Sue)
PEOPLE OF COLOR VIGNETTE #6
During a radio interview with the author of
a book on Buddhist meditation practice,
the talk show host asked whether the
author had attempted to reach out
to people of color. The author responded
by saying, "Yes, I'm offering the
meditation workshops in both prisons
and juvenile halls."
Question : Do you see any problem with the
author's response?
Seven Critical Skills
SOCIAL SKILLS
56
Understanding Cultural Differences in Seven Key
Social Skills
An Asian Pacific American Perspective
Basic Asian Values
• Family and Education
• Reserve Conformity and Harmony
• Benevolence and Obligation
• Endurance and Sacrifice
• Loss of Face, Shame, and Honor
wahowe-csde 58
A Lifelong Burden
For many women and people of color it feels like a
lifelong burden
to have to make other people
feel comfortable with them.
wahowe-csde 59
7 Key Social Skills Influenced by Culture
1. Speaking Up 2. Small Talk
3. Smiling
4. Being Assertive
5. Hand-Shaking
6. Eye Contact
7. Self-Promotion
wahowe-csde 60
Seven Critical Skills
CULTURAL COMPETENCE
61
CULTURAL COMPETENCE
the ability to think, feel and act in ways
that are respectful of cultural diversity.
CULTURAL COMPETENCE SKILL #1
Demonstrates real empathy for the - feelings,
- values,
- needs, and
- insights of other people.
CULTURAL COMPETENCE SKILL #2
Demonstrates good will.
In her/his interactions,is
flexible, positive, pleasant and sincere.
CULTURAL COMPETENCE SKILL #3
Seeks out and learns more about
other people, including their
perceptions and expressions, and
how they can learn from them.
CULTURAL COMPETENCE SKILL #4
Able to deal with ambiguity.
Holds off making judgments until essential facts are determined and possible outcomes are assessed.
Understands the societal context in which decisions are made.
CULTURAL COMPETENCE SKILL #5
Gives praise that is both acceptable
and sincere.
CULTURAL COMPETENCE SKILL #6
Invites trust by keeping confidences.
Tries to avoid embarrassing him/herself
or others.
CULTURAL COMPETENCE SKILL #7
Uses creative feedback from others and
gives it as well.
Uses caution if criticism is necessary.
in Instructional Materials (Sadker & Sadker,
SEVEN FORMS OF BIAS
70
1. INVISIBILITY: WHAT YOU DON’T SEE MAKES A
LASTING IMPRESSION.
Textbooks published prior to the 1960s
largely omitted African Americans,
Latinos, and Asian Americans from both
the narrative and illustrations. Many of
today’s textbooks are improved, but far
from perfect. Women, those with
disabilities, LGBTQ people continue to be
missing from many of today’s texts
2. STEREOTYPING:
SHORTCUTS TO BIGOTRY.
The stereotype assigns a rigid set of characteristics to all members of a group, at the cost of individual attributes and differences. While stereotypes can be positive, they are more often negative. Some typical stereotypes include:
Men portrayed as assertive and successful in their jobs, but rarely discussed as husbands or fathers.
Women as caregivers
Jewish people as rich
3. IMBALANCE AND SELECTIVITY: A TALE
HALF TOLD.
Curriculum may perpetuate bias by presenting only one interpretation of an issue, situation, or group of people. Such accounts simplify and distort complex issues by omitting different perspectives.
Literature is drawn primarily from western, male authors.
Math and science courses typically reference European discoveries and formulas.
4. UNREALITY: ROSE COLORED GLASSES.
tendency of instructional materials to gloss over
unpleasant facts and events in our history. By
ignoring prejudice, racism, discrimination,
exploitation, oppression, sexism, and inter-group
conflict, we deny students the information they
need to recognize, understand, and perhaps some
day conquer societal problems. Examples include:
The notion that technology will resolve persistent
social problems.
5. FRAGMENTATION AND ISOLATION: THE PARTS
ARE LESS THAN THE WHOLE.
A "special" chapter or insert appearing in a text? For
example, a box describing "Ten Black Achievers in
Science." Fragmentation emerges when a group is
physically or visually isolated in the text. Often, racial
and ethnic group members are depicted as interacting
only with persons like themselves, isolated from other
cultural communities.
6. LINGUISTIC BIAS:
WORDS COUNT.
Language can be a powerful conveyor of bias, in both
blatant and subtle forms. Linguistic bias can impact
race/ethnicity, gender, accents, age, (dis)ability and
sexual orientation.
Such words as forefathers, mankind, and
businessman serve to deny the contributions (even
the existence) of females.
The bias against non-English speakers.
7. COSMETIC BIAS:
"SHINY" COVERS.
The relatively new cosmetic bias suggests that a text is bias free, but beyond the attractive covers, photos, or posters, bias persists. This "illusion of equity" is really a marketing strategy to give a favorable impression to potential purchasers who only flip the pages of books.
A science textbook that features a glossy pullout of female scientists but includes precious little narrative of the scientific contributions of women.
A music book with an eye-catching, multiethnic cover that projects a world of diverse songs and symphonies belies the traditional white male composers lurking behind the cover.
Defining
MULTICULTURAL EDUCATION
78
KEY DEFINITIONS
Multicultural Education –
incorporating of diversity into everyday teaching and learning.
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
KEY DEFINITIONS
Global education – study of people and their cultures in other countries
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
KEY DEFINITIONS
Assimilation – the process of people losing their cultural identity in order to become part of, or fit into a new cultural group.
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
KEY DEFINITIONS
Racism - prejudice plus power.
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
KEY DEFINITIONS
Diversity – differences between people due to race, ethnicity, socioeconomic class, gender, language, ability, sexual orientation, religion, and so forth.
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
KEY DEFINITIONS
Social justice education – the achievement of equity in education through the process of teaching and learning; also, engaging students in learning problem-solving processes to confront social justice issues.
“Becoming a Multicultural Educator” (Howe & Lisi, 2014)
Multicultural/Global Bridge
Multiethnic
Multicultural
Global
wahowe-csde
85
TWO KEY ISSUES IN MULTICULTURAL
EDUCATION*
1. Bias And Multiple Perspectives
2. Changing Content & Process
JAMES A. BANKS (1995)
"Multicultural education is a field of study …whose major aim is to create equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups. One of its important goals is to help all students to acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good."
Multicultural
Education
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.
Content Integration Knowledge Construction Process
Relates to the extent to which teachers help
students understand, investigate, and determine
how the implicit cultural assumptions, frames of
reference, perspectives, and biases within a
discipline influence the ways in which knowledge
is constructed within in.
An Equity Pedagogy
Exists when teachers
modify their teaching in
ways that facilitate the
academic achievement of
students from diverse
racial, cultural, and social
class groups. This includes
using a variety of teaching
styles that are consistent
with the wide range of
learning styles within
various cultural and ethnic
groups.
Prejudice Reduction
Focuses on the characteristics of
students’ racial attitudes and how they
can be modified by teaching methods
and materials.
Empowering School Culture & Social Structure
Grouping & labeling practices, sports participation,
disproportionality in achievement, & the interactions of the staff
and students across ethnic and racial lines are among the
components of school culture that must be examined to create a
school culture that empowers students from diverse racial,
ethnic, & cultural groups. The 5 Dimensions of
MCE by James Banks
wahowe-csde
88
BANKS (1993A) FOUR APPROACHES FOR
INTEGRATING MULTICULTURAL CONTENT. Le
vels
of
Infu
sio
n
4. Incorporates a variety of perspectives and promotes social action pertinent to cultural concerns.
3. Topics and issues become focal points and are viewed from a variety of cultural perspectives.
2. Lessons and units containing cultural content, themes, and perspectives are added to the existing curriculum.
1. Contributions Approach - ethnic heroes, holidays, and food.
That are multicultural
CREATING LESSON PLANS
90
… TECHNICAL COMPETENCE IN TEACHING
SKILLS
(such as leading discussions and managing groups), solid
knowledge of subject matter, and knowledge of how to teach are
essential, but not sufficient for effective teaching. Teachers’
attitudes and expectations, as well as their knowledge of how to
incorporate the cultures, experiences, and needs of their
students into their teaching, significantly influence what students
learn and the quality of their learning opportunities.
(Darling-Hammond, L., & Bransford, J. 2005).
USING MULTIPLE TEACHING STRATEGIES.
The average teacher uses
teaching strategies
Research reveals that teachers should
use:
teaching strategies
5 - 7
15 - 30
wahowe-csde
93
MULTIPLE INTELLIGENCES
1. Linguistic intelligence ("word smart")
2. Logical-mathematical intelligence
("number/reasoning smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")
VIET NAM LESSON PLAN
Read the before and
after plan and be
ready to discuss the
differences between
the two
wahowe-csde
95
QUESTIONS ON LESSON PLAN
1. What are the differences?
2. Which one do you like better? Why?
3. Which is easier to teach?
4. Which one is a “student centered” lesson plan?
5. How does this lesson plan prepare students for standardized testing?
LESSON PLAN FORMATS
“TRADITIONAL” “MULTICULTURAL”
1. Subject
2. Instructional Goal(s)
3. Curriculum Objectives
4. Assessment/Evaluation
5. Instruction/Delivery
6. Materials/Resources
1. Subject
2. Instructional Goal(s)
3. Curriculum Objectives
4. Multicultural Goals
5. Assessment/Evaluation
6. Instruction/Delivery
7. Materials/Resources
wahowe-csde
97
INFUSION INTO LESSON PLANS
Six Goals of a
Multicultural Approach to Teaching
“Comprehensive Multicultural Education”
(Bennett, 2003)
1. Developing Multiple Historical Perspectives
2. Developing Cultural Consciousness
3. Increasing Intercultural Competence
4. Combating Racism, Prejudice, and Discrimination
5. Developing Awareness of the State of the Planet and Global Dynamics
6. Developing Social Action Skills
Six Goals
1. DEVELOPING MULTIPLE HISTORICAL
PERSPECTIVES
heritage and contributions
awareness of historical and
contemporary experiences
different viewpoints
differing interpretations of human
events.
2. DEVELOPING CULTURAL CONSCIOUSNESS
the recognition or awareness of views
awareness of the diversity of ideas and
practices found in human societies
recognition of how one’s own thoughts
and behaviors might be perceive by
members of differing nations and ethnic
groups.
3. INCREASING INTERCULTURAL COMPETENCE
the ability to interpret international
communications and customs
Emphasis is on empathy and
communication.
goal is to develop self awareness of the
culturally conditioned assumptions
4. COMBATING RACISM, PREJUDICE, AND
DISCRIMINATION
revising negative attitudes and behaviors
clearing up myths and stereotypes
Basic human similarities are stressed.
goal is to develop antiracist behavior
5. DEVELOPING AWARENESS OF THE STATE OF
THE PLANET & GLOBAL DYNAMICS
knowledge about prevailing world
conditions, trends, and developments.
the world as a highly interrelated
ecosystem subject to surprise effects
and dramatic ramifications of simple
events
6. DEVELOPING SOCIAL ACTION SKILLS
knowledge, attitudes, and behavior
needed to help resolve major problems
Emphasis is on thinking globally and
acting locally.
goal to develop a sense of personal and
political efficacy and global responsibility
MULTICULTURAL UNIT AND
LESSON PLAN FORMAT
1. Instructional Goal
Cite specific National Common Core State Standards, or other standards that are the basis for teaching and learning in your state/setting
2. Curriculum Objectives
Cite specific learning objectives. What are students expected to know and be able to do as a result of their engagement in this lesson or set of lessons. Use verbs that require students to participate at as high a level of critical thinking as possible.
3. Multicultural Goal(s) (Check one or more.)
Place a checkmark in front of the specific multicultural goal(s) you will address in this lesson plan.
□ Developing multiple historical perspectives
□ Developing cultural consciousness
□ Increasing intercultural competence
□ Combating racism, prejudice, and discrimination
□ Developing awareness of the state of the planet and global dynamics
□ Developing social action skills Describe pertinent multicultural concepts
4. Assessment Options
What specific assessment strategies will you use? How will you determine if each student has achieved the learning objectives? Make sure to provide a variety of assessment strategies that address diverse learner needs.
5. Instructional Delivery/Student Experiences
Plan a variety of learning experiences that meet diverse learner needs, interests, learning styles, and cultural backgrounds.
6. Materials/Resources
Work to include culturally relevant materials.
Creating a
Culturally
Responsive
School.
wahowe-csde
109
KEY ELEMENTS TO ENABLE ALL STUDENTS
TO ACHIEVE TO HIGH STANDARDS
1. High expectations for all students.
2. Cultural congruence in instruction.
3. Teacher knowledge and respect for
cultural traditions.
4. Teaching strategies that promote
meaningful participation.
… Zeichner (1995)
THREE CRITERIA OF CULTURALLY
RELEVANT EDUCATION
1. Students must experience academic success.
2. Students must develop and/or maintain cultural competence.
3. Students must develop a critical consciousness through which they challenge the status quo of the current social order.
… Gloria Ladson-Billings (1994)
CULTURAL QUESTIONS THAT COMPETENT
TEACHERS ASK THEMSELVES (PANG, 2005)
1. Do I recognize the power and complexity of cultural influences on students?
2. Are my expectations for my students culturally based or biased?
3. Am I doing a good job of seeing life from the perspective of my students who come from different cultures than mine?
4. Am I teaching the skills students may need to talk in class if their culture is one in which they have little opportunity to practice “public” talking?
RECOMMENDED TEXTS
1. Banks, J.A. (2009, 8th Edition.) Teaching Strategies for Ethnic
Studies. Boston: Pearson Education/Allyn & Bacon.
2. Grant, C. & Sleeter, C.E. (2009). Turning on learning. Five
approaches for multicultural teaching plans for race, gender, and
disability. (6th ed.) Columbus: Merrill.
3. Howe, W. A., & Lisi, P. L. (2014). Becoming a multicultural educator:
Developing awareness, gaining skills, and taking action. Thousand
Oaks, CA: SAGE.
4. Lee, E.; Menkart, D. & Okazawa-Rey, M. (2006). Beyond heroes and
holidays: A practical guide to K-12 multicultural, anti-racist
education and staff development. Washington, DC: Teaching for
Change.
5. Nieto, S., & Bode, P. (2011). Affirming diversity: The sociopolitical
context of multicultural education, 6th ed. New York: Allyn & Bacon.
113