Beruflich Dokumente
Kultur Dokumente
If the culture of the nation has multifacets, values, etc., it may be termed cultural pluralism. This theory, cultural pluralism, was developed by Horace Kallen. He describes it as to "allow for some degree of cultural diversity within the confines of a unified national experience" (Craig, 1999). Kallen attempts to express, with this theory, that each ethnic and cultural group in the United States is important and that their unique contributions add to the variety and richness of the American culture. His theory also recognizes that the dominant culture must be also recognized in the society (Kallen). The recognition of the dominant culture is not part of all multicultural theories, as you will see described in Banks' Afrocentrist group.
http://www.start-at-zero.com/papers/multiculturalism/theories.htm
Robert M. Gagn
From Wikipedia, the free encyclopedia
Robert Mills Gagn (August 21, 1916April 28, 2002) was an American educational psychologist best known for his "Conditions of Learning". Gagn pioneered the science of instruction during WWII for the air force with pilot training. Later he went on to develop a series of studies and works that helped codify what he and many others considered to be 'good instruction.' He was also involved in applying concepts of instructional theory to the design of computer-based training and multimedia-based learning [reference?]. Gagn's work is sometimes summarized as the Gagn Assumption. The assumption is that different types of learning exist, and that different instructional conditions are most likely to bring about these different types of learning.
One of Gagn's major contributions to the theory of instruction was the model "Nine Events of Instruction".
Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback
http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9
Multicultural education
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Critical pedagogy
Major works Pedagogy of the Oppressed Theorists Paulo Freire John Dewey Henry Giroux Peter McLaren Joe Kincheloe Shirley Steinberg Pedagogy Anti-oppressive education Anti-bias curriculum Anti-racist mathematics Multicultural education Curriculum studies Teaching for social justice Inclusion (education) Humanitarian education Student-centred learning Popular education Feminist composition Ecopedagogy Queer pedagogy
Critical literacy Critical reading Critical consciousness Concepts Praxis Hidden curriculum Consciousness raising Poisonous pedagogy Related Reconstructivism Critical theory Frankfurt School Political consciousness
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Multicultural education is a set of strategies and materials in U.S. education that were developed to assist teachers to promote democracy while responding to the many issues created by rapidly changing demographics of their students. Multicultural education means to ensure the highest levels of academic achievement for all students. It helps students develop a positive selfconcept by providing knowledge about the histories, cultures, and contributions of diverse groups. Multicultural education assumes that the future of U.S. society is pluralistic. Today, teachers in most urban areas face students from a variety of social classes and cultural and language groups. Many students do not share the middle-class, European American culture common to most college-educated teachers. Teachers find large numbers of English as a Second Language (ESL) students in their classes in both urban and rural areas such as Iowa and Utah. Multicultural classrooms promote decision-making and critical thinking while moving away from inequality of opportunity and toward cultural pluralism. Multicultural educators seek to substantially reform schools to give diverse students an equal chance in school, in the job market, and in contributing to building healthy communities.[1] one of the leaders in the field of multicultural education, describes five dimensions of multicultural education: (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy, and (5) an empowering school culture and social structure. Many universities offer multicultural education courses and modules as a part of their teacher preparation. Joe L. Kincheloe and Shirley R. Steinberg, Peter McLaren, Henry Giroux, Antonia Darder, Christine Sleeter, Ernest Morrell, Sonia Nieto, Rochelle Brock, Cherry A. McGee Banks, James
A. Banks, Nelson Rodriguez, Leila Villaverde and many other scholars of critical pedagogy have offered an emancipatory perspective on multicultural education. This theory concentrates on the need of including notions of race, class, and diversity while teaching. Multiculturalism supports the idea that students and their backgrounds and experiences should be the center of their education and that learning should occur in a familiar context that attends to multiple ways of thinking. If done correctly, students will develop a positive perception of themselves by demonstrating knowledge about the culture, history, and contributions of diverse groups. This way, multiculturalism is a tool for instilling students with pride and confidence in their unique and special backgrounds. Globalization is a social trend which integrates people with different cultural backgrounds. Culture meet, clash, and grapple with each other as if in the contact zone.[2] Under this circumstance, people started to improve the teaching methods, which means the phenomenon of multicultural education is coming along with the development of globalization. The influence of multicultural education for international students shows on both positive and negative sides. Multicultural education provides a relatively fairer learning environment for international students, which can help them easier to get involved in a new community. Additionally, with the help of this education method, international students can receive more opportunities to better access to knowledge. Moreover, when teachers pay attention to cultivate a multicultural atmosphere, it helps international students to gradually obtain global view. However, multicultural education may cause abandonment of original cultural for international students. Teachers sometimes use multiple examples to satisfy diverse students, but there is no standard benchmark for multicultural education and teachers usually add their own values to their education. Consequently, if teachers try to deliberately concentrate on providing multicultural examples, it may confuse international students and it cannot guarantee a fair education environment. Furthermore, international students may feel being left out when teachers want to emphasize on multiculturalism. Overall, multicultural education is a dialectical issue with two sides.
Contents
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1 Kincheloe and Steinberg's taxonomy of multicultural education o 1.1 Conservative multiculturalism o 1.2 Liberal multiculturalism o 1.3 Pluralist multiculturalism o 1.4 Left-essentialist multiculturalism o 1.5 Critical multiculturalism 2 Departments of multicultural affairs o 2.1 Multicultural education in k-12 schools in the U.S. 3 References 4 External links 5 See also
Kincheloe and Steinberg in Changing Multiculturalism (1997) described confusion in the use of the terms "multiculturalism" and "multicultural education". In an effort to clarify the conversation about the topic, they developed a taxonomy of the diverse ways the term was used. The authors warn their readers that they overtly advocate a critical multicultural position and that readers should take this into account as they consider their taxonomy.[3] Kincheloe and Steinberg's taxonomy of multiculturalism and multicultural education can be summarised as follows:
6. Whiteness is not included as an ethnicityit becomes an invisible barometer of normality. 7. Education is a form of ethnicity striping for economic success.
12. The coverage of harsh realities of race, class, gender, and sexual oppression does not have to be upsetting. Thus, the horrors of such realities often become a form of cultural tourism instead of a rigorous analysis of human suffering. 13. As prejudice dose exist between different cultures, child from multicultural families could play a role to build a bridge within diverse cultures and help to improve this situation. 14. In order to provide a comfortable education environment to multicultural students, colleges should pay more attentions to care about vary cultures. 15. In this multicultural society, people always get into the social groups with same cultures as them. 16. In a pluralistic multicultural educational society laws exist to prohibit discrimination based on race, color, gender, age, and creed. Even though there are laws, the society of the United States still contain behaviors that are derogatory to some ethnic, cultural, and social groups, and preferential to others. 17. Pluralist multicultural education segregates people. It also tends to isolate people in small individual groups that share the same cultural background. 18. More social unfairness is induced by the pluralistic approach to multicultural education. 19. In pluralistic multicultural education, the differences between cultures are usually being focused on instead of the places where the culture is in common. 20. Main flaw in United States is the fact that pluralism usually separate people and isolate people racially, socially, and culturally different. People with similar cultures usually come together and form bigger cultures. For example, China Town, Little Italy, and The Hood are all formed from a blend of cultures. These cultures usually are defined by economic differences, not by ethnic differences.
8. Second caveat: Kincheloe and Steinberg in their critique of left-essentialist multiculturalism in no way imply a rejection of the dire need for African American/Latino/indigenous studies or African American/Latino/indigenous based curricula. Because of the erasure of such knowledge in mainstream curriculum, such scholarship and such curriculum development is necessary. Such ethnic knowledges as well as gender, class, and sexual knowledges need to be studied as both separate and integrated phenomenaseparate from white, male, middle/upper class, and heterosexual experience and inseparable from them at the same time.