Multicultural Education

ARLIE G.
FRESNIDO- MAIE-IT
MULTICULTURAL EDUCATION emerged
during the civil rights movement of the 1960s and
1970s. It grew out of the demands of ethnic
groups for inclusion in the curricula of schools,
colleges, and universities.
HISTORY
http://education.stateuniversity.com/pages/2252/Multicultural-Education.html
Although MULTICULTURAL EDUCATION is an
outgrowth of the ethnic studies movement of the
1960s, it has deep historical roots in the African-
American ethnic studies movement that
emerged in the late nineteenth and early
twentieth centuries.
HISTORY
It was initiated by scholars such as George
Washington Williams, Carter G. Woodson, W. E. B.
DuBois, and Charles H. Wesley, the primary goal of the
early ethnic studies movement was to challenge the
negative images and stereotypes of African
Americans prevalent in mainstream scholarship by
creating accurate descriptions of the life, history, and
contributions of African Americans.
HISTORY
They believed that creating positive self-
images of African Americans was essential to their
collective identity and liberation. They also believed
that stereotypes and negative beliefs about African
Americans could be effectively challenged by
objective historical research that was also capable
of transforming mainstream academic knowledge.
HISTORY
quora.com
CULTURE
-is a way of life of a group of people--the

behaviours, beliefs, values, and symbols that
they accept, generally without thinking about
them, and that are passed along by
communication and imitation from one
generation to the next.
DEFINITIONS
people.tamu.edu/~i-choudhury/culture.html
MULTICULTURAL EDUCATION
- refers to any form of education or teaching
that incorporates the histories, texts, values, beliefs,
and perspectives of people from different cultural
backgrounds.
DEFINITIONS
https://www.edglossary.org/multicultural-education/
MULTICULTURAL EDUCATION
- is an idea, an educational reform
movement, and a process (Banks, 1997).
(As an IDEA)
Multicultural Education seeks to create
equal educational opportunities for all
students, including those from different racial,
ethnic, and social-class groups.
DEFINITIONS
https://education.uw.edu/cme/view
(As an EDUCATIONAL REFORM MOVEMENT)
Multicultural Education tries to create equal
educational opportunities for all students by
changing the total school environment so that it
will reflect the diverse cultures and groups within
a society and within the nation's classrooms.
(As a PROCESS)
Multicultural Eucation is a process because
its goals are ideals that teachers and
administrators should constantly strive to achieve.
DEFINITIONS
https://education.uw.edu/cme/view
It assumed that Individuals are
everyone will given different
benefit from the supports to make it
same supports. possible to them to
have equal access.
EQUALITY VS EQUITY
icafoodshelf.com interactioninstitute.org
James Banks was
born on September 24,
1941, near Marianna (Lee
County) to Matthew Banks
and Lula Holt Banks, both
farmers.
His formal education
began at the McCullough
Union School, which he
walked five miles to attend.
JAMES A. BANKS
FATHER OF MCE
http://www.encyclopediaofarkansas.net/encyclopedia/entry-
detail.aspx?entryID=4682
He received his
associate degree with high
scholastic honors from
Chicago City Junior
College in 1963.
A year later, he
received bachelor's degree
in elementary education
and social science with
honors from Chicago
Teachers College. JAMES A. BANKS
FATHER OF MCE
https://en.wikipedia.org/wiki/James_A._Banks
Banks is known for his
groundbreaking work in
social studies education
and especially in the field of
multicultural education.
His work has won
numerous scholarly awards
including a Spencer
Fellowship from the National
Academy of Education.
JAMES A. BANKS
FATHER OF MCE
https://en.wikipedia.org/wiki/James_A._Banks
The National Association for
Multicultural Education
Advancing and Advocating for Social
Justice & Equity
https://www.nameorg.org/
National Association for Multicultural Education (NAME)
“The National Association for Multicultural

Education (NAME) is committed to an anti-
discrimination policy in all of its programs and
services. NAME is consciously and proactively
inclusive of all areas of diversity including, but not
limited to race, ethnicity, colour, national origin,
sovereign tribal Nations status, ancestry, gender
identity and expression, sex, sexual orientation,
religion, age, social class, socioeconomic status,
marital status, language, disability, or immigration
status.”
MISSION
• To respect and appreciate cultural

diversity.
• To promote the understanding of unique
cultural and ethnic heritage.
• To promote the development of
culturally responsible and responsive
curricula.
GOALS
• To facilitate acquisition of the attitudes,

skills, and knowledge to function in
various cultures.
• To eliminate racism and discrimination in
society.
• To achieve social, political, economic,
and educational equity.
GOALS
• Provide opportunities for learning in

order to advance multicultural
education, equity and social justice.
• Provide the preeminent digital
clearinghouse of resources about
educational equity and social justice.
OBJECTIVES
• To proactively reframe public debate

and impact current and emerging
policies in ways that advance social,
political, economic and educational
equity through advocacy, position
papers, policy statements, press releases
and other strategies.
OBJECTIVES
James A. Banks's Dimensions of
Multicultural Education is used widely by
school districts to conceptualize and
develop courses, programs, and projects
in multicultural education.
DIMENSIONS OF MCE
(1) Content Integration
(2) The Knowledge Construction Process
(3) Prejudice Reduction
(4) An Equity Pedagogy
(5) An Empowering School Culture and
Social Structure
5 DIMENSIONS OF MCE
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.
CONTENT INTEGRATION
It 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.
THE KNOWLEDGE
CONSTRUCTION PROCESS
It 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.
PREJUDICE REDUCTION
It exists when teachers modify their
teaching in ways that will facilitate the
academic achievement of students from
diverse racial, cultural, socioeconomic,
and language groups.
It also assumes that students from
diverse cultures and groups come to
school with many strengths.
AN EQUITY PEDAGOGY
It involves restructuring the culture
and organization of the school so that
students from diverse racial, ethnic,
socioeconomic, and language groups
experience equality. Members of the
school staff examine and change the
culture and social structure of the school.
AN EMPOWERING SCHOOL
CULTURE AND SOCIAL STRUCTURE
QUESTIONING STYLES
Questioning techniques that
personally involve students will allow
them to respond in a way that
reflects their cultural diversity and
that will expose their fellow students
to those differences (Evans, 1991).
TEACHING STRATEGIES TO
SUPPORT MCE
https://www.eduplace.com/rdg/res/literacy/multi2.html
ROLE PLAYING
Role-playing enables
students to express and to
examine their attitudes, beliefs,
and feelings about prejudice and
discrimination. Poetry, biography,
and powerful fiction are excellent
sources for both discussion and
role-playing (Banks, 1989).
SUPPORT MCE
COOPERATIVE LEARNING
Many years of research and
practice support the use of
cooperative groups to focus on
students' different strengths and
styles. In addition, cooperative
learning groups have been found to
have strong and consistent positive
effects on social relationships
between culturally different students
(Slavin, 1983).
SUPPORT MCE
EXPOSURE TO DIFFERENT LANGUAGE
CULTURES
It is important for students to
recognize that English is not the only
language spoken in the United States.
Students should be exposed to
speakers of various and languages. In
addition to broadening students'
perspectives by introducing them to
different languages, such speakers
can also share with students ideas and
values from other cultures (Tiedt &
Tiedt, 1990).
SUPPORT MCE
GROUP DISCUSSIONS
Group discussions stimulate
thinking. The notion that thinking
originates within individuals - and
only after that is it ready to be shared
socially - has given way to the belief
that some of the best thinking results
from a group's collective efforts
(Sternberg, 1987
SUPPORT MCE
ACTIVE INVOLVEMENT
Instructional techniques that
allow for individual differences and that
add a spark of excitement to
classroom activities should be used in
place of fill-in-the-blank activities.
Students should be engaged in
listening, speaking, reading, writing,
and thinking activities that provide
opportunities for them to make
decisions and solve problems (Tiedt &
Tiedt, 1990).
SUPPORT MCE

Multicultural Education

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ARLIE G.

-is a way of life of a group of people--the

“The National Association for Multicultural

• To respect and appreciate cultural

• To facilitate acquisition of the attitudes,

• Provide opportunities for learning in

• To proactively reframe public debate

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