Transformative Frameworks for Promoting Diversity

1. Transformative Frameworks for Promoting Diversity Chapter 4 By: Andrea Hogger Egbo, B. (2009). Teaching for diversity in Canadian Schools. Toronto: Pearson, ISBN 978-0-13 613153-3

2. Non- Negotiable Knowledge • Non- negotiable knowledge is important knowledge that all students must gain in a diverse society. • It teaches students about the cultural diversities among their immediate communities. • Non- negotiable knowledge provides a sense of social cohesion between and across cultures.

3. Dimensions of Non- Negotiable Knowledge Multicultural & Intercultural education Indigenous Knowledge Critical Thinking Skills Non- Negotiable Knowledge Cultural Academic Knowledge Global Awareness Information and Communication Technologies

4. Multicultural and Intercultural Education • Multicultural education~ a term used to explain a wide range of educational reforms that aim to reorganize the curriculum in hopes to forward respect for cultural diversity and difference among students as well as provide equal opportunities for all students. • Intercultural education~ Education that promotes cross- cultural understanding. Its focus is to encourage peace and mutual understanding. Embracing both concepts involves redefining the way knowledge is taught and learned within our rapidly changing world.

5. Global Awareness • Global awareness is the possession of knowledge and understanding of our society and environment beyond one’s local community and country.

6. Critical Thinking • Critical thinking is a process of reasoning that allows individuals to move from a restricted state of thinking to a more abstract level. • This thinking process helps people to be more open minded and accepting of different cultures.

7. Indigenous Knowledge • Indigenous Knowledge refers to having a worldly understanding of other culture’s spiritual and humanistic views. • Specifically a knowledge of First Nations in Canadian schools.

8. Cultural Academic Knowledge • The curriculum that schools formally teach across Canada. • This knowledge helps individuals acquire necessary skills for survival in society. • The hopeful outcome of this knowledge is that students will understand and value their own culture as well as others in order to become good citizens.

9. Information and Communication Technology • These types of technologies have become prerequisite for Canadian living and provide academic success. • They help teachers, students, parents, ect. Communicate better with each other, but can also cause problems by mainly being geared towards the English language. Ex) Computer software and programs.

10. Dimensions of Negotiable Knowledge • Knowledge that is aimed towards promoting local values. Community centered values Cultural Heritage Local Ecosystems Negotiable Knowledge Heritage Community Language Community awareness

11. Local History • It is important for students to be aware of not only the worlds history but history that exists within their own community. • This gives individuals a better understanding of the historic diversity that existed in their communities through generations of people.

12. Values of the • Every community has its own values and norms. • These values can be linked to a communities cultural beliefs, religious views, incomes, ect. • Teaching these values should begin in the classroom with individual desired values.

13. Community Awareness • Being aware of the different ethnic groups that live in your community. • It is important for students to have an understanding of the different cultures and religious beliefs within their local communities.

14. Languages • A term used to describe non-English, non- French, and non- Aboriginal languages spoken by other Canadians. • As part of the multiculturalism policy, the federal government provides some resource support for heritage language instruction. • It is important for students to have an understanding of the different languages spoken within their communities.

15. Local Ecosystem • It is important for students to learn about the various life forms that exist in their community in ways that relate their interconnection. • Students should have an intimate knowledge of their local ecosystem.

16. Diversity Pedagogy • Is a learning theory that connects culture, cognition and schooling. • Teachers should be able to observe individual and group culture behaviours. • Teachers then apply the knowledge they gain to provide students with optimal conditions for academic success among culturally diverse students.

17. Critical Pedagogy -Critical pedagogy focuses on two main views in this book: how power negotiates academic success, and how challenges can interrupt the control of superior society over education. -The main goal of critical pedagogy is to remove abuse as well as to create a fair society through positive changes in educational practices.

18. Transformative Learning Transformative learning is a type of learning that results in profound changes in the learner’s and educator’s perspective. This learning method encourages students and teachers to develop a more critical view of the world.

19. Peace Education • Education that is geared towards promoting values that encourage peace between individuals locally and internationally. • The main goal is to eliminate discrimination while promoting diversity.

20. Barriers to Educators There are ten barriers that teachers need to overcome: • Personal beliefs and values • Adherence to orthodoxy • Fear of being an outsider • Initial professional training • Institutional structures and policies • Limited knowledge of students’ background • Inadequacy • Perceived irrelevance of diversity issues • Curricular constraints • Professional isolation. This list in the beginning of transformative praxis which are teaching practices aimed towards educational and social change.

21. Conclusion • I felt that our Egbo textbook put forth some very good advice for teaching within diversity. As teachers we need to use these tools to help educate students of different ethnic backgrounds. I also feel that we do not need to use these frameworks to a tee but we can use them to help us develop our own unique pedagogy when teaching for diversity.

22. References • Egbo, B. (2009). Teaching for diversity in Canadian Schools. Toronto: Pearson, ISBN 978-0-13-613153-3 • Sheets, R. H. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning