Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 10 Review: Approaches to Multicultural Curriculum Reform 1) What is mainstream-centric curriculum? Mainstream-centric curriculum is organized around the concepts, patterns, standards, events, etc. of mainstream America. It reinforces racism and ethnocentrism (pg. 247). 2) How does mainstream-centric curriculum influence mainstream students and students of color? Mainstream-centric curriculum influences different students in different ways. For mainstream students, its negative because it reinforces the idea that they are superior, it misconstrues how they perceive relationships with other ethnic groups, and it closes them off from the knowledge/wisdom/perspectives of the other groups. Mainstream students also dont get to view their own dominant culture through the eyes of others, which can be a valuable lesson. For students of color, like Latinos, African-American, and Asian Americans, the mainstream-centric curriculum is bad because it makes their groups experiences and culture not as valuable as the mainstream, and it also does not reflect their own groups hopes, dreams, and view points. These students are often not given equality in terms of socialness either. 3) According to Banks, what factors have slowed the development of multicultural curriculum in schools? What is the best way to overcome these factors? The biggest reason that the change has been slow is the ideological resistance seen by teachers. Many educators find it difficult to think about the US differently and dont commit to making a multicultural curriculum. Another factor is political resistance. Many political people believe knowledge is power and those with power arent willing to give it up. Other factors include the focus on standardized testing, the fact that most educators dont know about a lot of cultures that arent mainstream, and the heavy usage of textbooks. 4) What are the major characteristics of the following approaches to curriculum reform: - The Contributions Approach: (Level 1) focuses on heroes, holidays, and discrete cultural elements - The Additive Approach: (Level 2) content, concepts, themes, and perspectives are added to the curriculum without changing its structure - The Transformation Approach: (Level 3) The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspectives of diverse ethnic and cultural groups. - The Social Action Approach: (Level 4) Students make decisions on important social issues and take actions to help solve them. 5) Why do you think the contributions approach to curriculum reform is so popular and widespread within schools, especially primary and elementary schools? Elizabeth Wood February 2013

 I think the contributions approach is popular for a couple reasons. The first is because it doesnt actually change the core curriculum. Its merely a side attraction some extra fluff. Its probably also the most common because it can be done with basic facts and common knowledge. Teachers (myself included at times) are more willing to do something thats easier. If I dont know a topic deeply, not only do I have to prepare the material and supplies for my students, but I have to become an expert in the subject as well. Thats a lot of work! It can also be discouraging. 6) In what fundamental ways do the transformation and social action approaches differ from the other two approaches identified above? The main difference is that the contributions and additive approach are both adding something extra to the curriculum without actually changing the curriculum itself. The other two do the exact opposite, and they change the concepts, perspectives, etc. that are introduced in the curriculum. 7) What are the problems and premises of each of the four approaches? Premises Problems Contributions Approach - - insertion of heroes/heroines and discrete cultural artifacts dances, food, music are also studied mainstream culture remains unchanged include basic knowledge

- Examples: MLK, Pocahontas, etc.

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little importance is placed on meaning of these things being studied individuals who challenged mainstream culture are rarely included little about the actual ethnic group or culture is studied seen more as an addition to the curriculum issues like racism, poverty, and oppression are avoided One time experience with hero, often devoid of the role and influence hero had on history within context and society as well results in a superficial

Elizabeth Wood February 2013

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Additive Approach

often accomplished by adding a book, unit, or a course to the curriculum without changing it substantially. Examples: Reading The Color Purple in the 20th Century English class, or using the film Miss Jane Pittman during a 1960s unit Allows teacher to add the content, without having to restructure ALL of the content

- Transformation Approach Fundamental goals, structure, and perspectives are changed in this curriculum - Emphasis should be on how the common US culture and society emerged from a complex synthesis and interaction of the diverse cultural Elizabeth Wood February 2013 - -

understanding of ethnic cultures focuses on the lifestyles and artifacts of ethnic groups and reinforces stereotypes and misconceptions mainstream criteria is used to select heroes/artifacts The 1st and biggest problem is that the content being added is that the content is being viewed from the mainstream still It fails to help students view society from diverse cultural and ethnic perspectives, and how all of the groups are intertwined Can create problems by simply adding a unit, because students lack the concepts, background knowledge, and maturity to handle the content. Can also lead to community controversies. Requires substantial curriculum revision, inservice training, and the identification and development of materials written from the perspectives of various racial and

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- - Social Action Approach -

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elements that originated within the various cultural, racial, ethnic, and religious groups that make up US society. Enables students to understand the complex ways in which diverse racial and cultural group participated in the formation of the US society and culture. Helps reduce racial and ethnic tensions. Enables diverse ethnic, racial, and religious groups to see their cultures, ethos, and perspectives in the school curriculum Gives balanced view of the nature and development of US culture and society Helps empower victimized racial, ethnic, and cultural groups. Enables students to improve their thinking, value analysis, decision- making, and social action skills. Enables students to improve their data collecting skills Helps students develop a sense of political efficacy. Helps students improve their skills to work in groups.

cultural groups. Staff development for institutionalization of this approach must be continual and ongoing.

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Requires a lot of curriculum planning and material identification. May be longer units than normal May focus on controversial issues and topics in opinion of school board, other staff members, etc. Students may make few meaningful actions that contribute to the resolution of the social issue/problem

8) What problems might a teacher encounter when trying to implement the transformation and social action approaches? How might these problems be overcome? Elizabeth Wood February 2013

The most mentioned problem teachers run into is the lack of teacher desire to change the ideology, which I feel is mostly based on the fact that teachers dont have time. Changing curriculum requires time that most teachers have very little of. I think taking time over the summer to prepare could combat this, finding colleagues within and outside the school who could help by sharing ideas with, and by dedicating themselves to doing it regardless. Some teachers find it helpful to follow the Common Core because it places the learning on students. Another problem could be that the curriculum will cover controversial issues. I think the best way to combat this is to have the support of the school board and your principal. It would also be helpful to send updates home to parents so that they are kept in the loop. Getting the community involved will also open up another bridge, and help bridge the classroom with the real world. 9) Assume you are teaching a social studies lesson about the westward movement in US history and a student makes a racist, stereotypic, or misleading comment about Native Americans, such as, The Indians were hostile to the White settlers. How do you handle this situation? There are two things I would personally do in this situation: 1) I reference a friend or family member that belongs to the group. I point out the persons good qualities, and point out how it bothers me when comments like this are made in class. I have done this when a student began making statements in my class like White power! and the like. I mentioned how not everyone in my family is white, and that Id appreciate it if the comments would stop. Fortunately for me they did, because Im not sure what Id do if they had continued. 2) The next thing I would do is defend the group. I am not a history buff, but I might mention all the countries/groups that were put-out by expansionistic White people. I might also further explain all the brutality the Indians experienced that might explain the light retaliation the Whites viewed.

Elizabeth Wood February 2013