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CULTURAL
CHANGES
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 Multiculturalism
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Multicultural Education
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 Multiculturalism
o the phenomenon of multiple groups of cultures existing within one
society.

o the term is often used to describe societies which have many

distinct cultural groups, usually as a result of immigration.

o a systematic and comprehensive response to cultural and ethnic

diversity, with educational, linguistic, economic and social
components, and specific institutional mechanisms.
 o one model of democracy policy response to culture and
ethnic diversity is of interest to UNESCO, in so far as it
corresponds to the ideal of a culture of peace, based on
respect of diversity, as well as universally shared values and
norms.

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3 Referents of Multiculturalism

 Demographic-descriptive

 Ideological-normative

 Programmatic-political

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Demographic-descriptive: occurs where the word
multicultural refers to the existence of linguistically,
culturally and ethnically diverse segments in the
population of a society or state.

Ideological-normative: constitutes a specific focus

towards the management and organization of
governmental responses to ethnic diversity.

Programmatic-political: refers to the specific policies

developed to respond and 9manage ethnic diversity.
 What is Multicultural Education
o Banks and Banks(1995) define multicultural education as a
field of study and an emerging discipline whose major aim is
to create equal educational opportunities from diverse racial,
ethnic, social class and cultural group.

o According to James Banks(2001), the primary goal of

multicultural education is to transform the school so that male
and female students, exceptional students, and students
from diverse cultural, social class, racial, and ethnic groups
experience an equal opportunity to learn.
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o help all students to acquire knowledge, attitudes and
skills needed to function effectively in a pluralistic
democratic society and to interact, negotiate, and
communicate with people from diverse groups in order
to create a civic and moral community that works for
the common good.

o help all students develop more positive attitudes

toward different racial, ethnic, cultural and religious
group.
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The Four Approaches of Multicultural Education
(Multicultural Curriculum Reform)

1.) The Contributions Approach

2.) The Additive Approach

3.) The Transformation Approach

4.) The Social Action Approach

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 LEVEL 4: SOCIAL ACTION
Students make decisions about their world and became directly involved in social actions.

LEVEL 3: TRANSFORMATION
Curriculum is changed, so that students see the world from the different perspectives of various groups.

LEVEL 2: ADDITIVE
Special units and topics about various groups are added to, but do not fundamentally alter the
curriculum

LEVEL 1: CONTRIBUTION
Heroes, holidays and food became a special focus on a particular day, recognizing the contributions of
various groups.
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5 DIMENSIONS OF MULTICULTURAL EDUCATION
BANKS (1979)

o CONTENT INTEGRATION
o KNOWLEDGE CONSTRUCTION PROCESS
o PREJUDICE REDUCTION
o EQUITY PEDAGOGY
o EMPOWERING SCHOOL CULTURES

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Content Integration: Teachers use examples and content from a
variety of cultures and groups to illustrate key concepts,
generalizations and issues within their subject area or discipline.
Knowledge Construction Process: Teachers help students to
understand, investigate, and determine how the biases, frames of
reference, and perspectives within a discipline influence the ways in
which knowledge is constructed within it. Students also learn how to
build knowledge themselves in this dimension.
Prejudice reduction: Lessons and activities used by teachers to help
students develop positive and democratic racial attitudes.
Equity pedagogy: An equity pedagogy exists when teachers
modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial,
cultural, socioeconomic, and language groups.
Empowering school culture. This dimension involves
restructuring the culture and organization of the school so
that students from diverse racial, ethnic, socioeconomic,
and language groups experience equality.

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 THE GROWTH OF STUDENT
SUBCULTURES

o Sociologists define subculture as cultural patterns that set

apart some segment of a society’s population. Subcultures can
be based on age, ethnicity, residence, sexual preference,
occupation, and many factors.

o Sometimes , the special cultural traits of a particular group are

too numerous and too interwoven to be called specialties.

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 FUNCTIONS OF SUBCULTURES
o PERMITTING SPECIALIZED ACTIVITY - because subcultures (particularly
occupational subcultures) carry the knowledge necessary to perform
specialized tasks, they are essential to the division of labor which is essential
in any society which is becoming larger and more complex.

o IDENTITY IN MASS SOCIETY – subcultures also provide a source of identity

in mass society, thus preventing feelings of isolation and anomie.

o CULTURAL ADAPTATION AND CHANGE – another important function of

subcultures is to serve as a source of adaptation to society. Often a
subculture is the mechanism through which cultural diffusion occurs.
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WHAT IS A CULTURALLY-RESPONSIVE
TEACHING?

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Culturally responsive teaching acknowledges cultural diversity in
classrooms and accommodates this diversity in instruction.

1. By recognizing and accepting student diversity, it communicates that

all students are welcome and valued as human beings.
2. By building on students’ cultural backgrounds, culturally responsive
teaching communicates positive images about the students’ home
cultures.
3. By being responsive to different student learning styles, culturally
responsive teaching builds on students’ strengths and uses these to
help students learn.
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o Effective teachers accept and value their students as human beings. This is
true for all students, but it is particularly important for cultural and ethnic
minorities who may feel some form of alienation from school. This is
amplified when teachers communicate that all students can learn and are
expected to do so.

o Teachers are in the best position to understand and recognize that

students have diverse cultural backgrounds and can adapt their instruction
to meet these diverse learning needs.

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THANK YOU!!!

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