EDBE 3480 Issues in Multiculturalism and Bilingualism

1. EDBE 3480Issues inMulticulturalism and Bilingualism Week of Jan 24-26 Dr. Romano

2. Announcements • Texas NAME 10th Annual Spring Conference • March 25-26, 2011Location:  Eastfield Community College, Mesquite TX • Theme:  Empowering Multicultural Communities for Student Success:  Access, Equity, Partnerships • Pre-Conference Day: The Multicultural Curriculum Network • Keynotes: Friday:   Gaile Canella • Saturday:  Michael SorrellPresident,  Paul Quinn College • http://nameorg.org/

3. Chinese New Year- • See www.dfwinternational.org • Several events

4. Historical Background on ME • Brown vs. Board of Education • Civil Rights Movement (1965) University of Washington U of Washington CSU, Monterrey Bay Umass-Amherst U of Wisconsin-M

5. James Banks (1979)-Father of MEFive Dimensions of ME • ME- “educators should carefully define concepts such as multiethnic and multicultural education and delineate the boundaries implied by these concepts” (p. 237). • Content integration, knowledge construction process, prejudice reduction, equity pedagogy, and empowering school culture and social structure (2004). • http://education.washington.edu/news/video/banks.html • http://www2.yk.psu.edu/~jlg18/506/multicultural-yes.pdf

6. Sonia Nieto (1992) Seven Characteristics of ME • “multicultural education in a sociopolitical context” addresses the context of communities, and the process of education, in terms of elasticity rather than as a fixed and static form (2008, p. 7).” • “antiracist, basic, important for all students, pervasive, education for social justice, a process and critical pedagogy” (Nieto & Bode, 2008, p. 44). • http://www.umass.edu/education/llc/faculty.html

7. Christine Sleeter and Carl Grant • Cornerstone on the field of ME • The goal of Teaching the Exceptional and the Culturally Different, is to equip students with the academic skills, concepts, and values to function in American society's institutions and culture. (modifying instruction and curriculum, commonly called differentiated instruction.)

8. Sleeter and Grant • Human relationships • Single-Group Studies • Self-reflexively dubbed multicultural education: promotes a range of goals: the value of cultural diversity, human rights, respect for differences, alternative life choices, social justice, equal opportunity, and equitable distribution of power. • Education that is Multicultural and Social Reconstructionist, which describes a complete redesign of an educational program. • http://www.christinesleeter.org/ • http://www.housing.wisc.edu/mlc/staff.PHP

9. Geneva Gay (2004) on ME • “shifting contours of multicultural education” some of the reasons for the developmental changes in its intention, implementation, and effectiveness (p. 193). She demonstrates how multicultural education has changed over time by discussing it as a relatively young field, stemming from the time of Brown v. Board of Education (1954), that has grown through developmental phases. • curriculum desegregation and equity pedagogy. • http://www.sjfc.edu/student-life/diversity/events/lectures.dot

10. Critics of ME • (-)Excessive emphasis on race and ethnicity as divisive • (-)Accuse proponents of teaching to special interest groups to disunite America (Schlesinger, 1998) • (-)Teaching self-esteem at expense of academic rigor • (+) Employs a range of strategies that aim for rigorous academic achievement for all students • (+) inclusion of the knowledge, experiences, perspectives, and accomplishments of previously marginalized groups. This would be one of many approaches to ME • (+) asserts democratic American ideals by upholding the unalienable constitutional right for every student to be prepared for full participation in society.

11. Criticism for Teachers from the Experts • ME educators need to view at the sociopolitical context of individuals and institutions • Avoid- labeling students or compartmentalizing them

12. Understanding Culture and Identity • Historically, in U.S. society and in many school contexts, seen culture as static object, as a thing to have. • Culture is (should be understood and viewed as a) practice of living, learning, performing, negotiating, and translating multiple experiences for oneself and one's community. • Culture is ever changing- human identity, knowledge are not set or contained within boundaries.

13. Criticisms • Sleeter and Bernal (2004) “Ironically, (given its historical roots), a good deal of what occurs within the arena of multicultural education today does not address the power relations critically, particularly racism” (p. 240). • McLaren and Torres (1999) argue, “in general, discourses in the US that deal with multiculturalism deal very little with the concept of racism and focus instead on the politics and affirmation of difference” (p. 44). • Nieto, Bode, Raible, and Kang (2008) concur: “the political and transformative theories of multicultural education have often been neglected when translated into practice. • As a result, even though multicultural education has made an important contribution to schools and communities, few long-term institutional changes have taken root” (p. 178). • Gloria Ladson-Billings (2004) demands an examination of the intertwining of racialized identities with the political and economic history, and current social order of the United States. She notes a “new citizenship” being taken up by some people of color “who want to remake their world into a more just and equitable one” (p. 117). She sees the challenge for educators “to reveal and incite the power of democratic ideals for marginalized students in U.S. schools” (p. 122).

14. Challenges • The challenge of translating multicultural theory into practice and maintaining a critical, transformative focus is increased by the contemporary globalized social order that is exponentially changing the way in which many scholars and educators understand culture and identity.

15. Multicultural Education according to • Christine Bennett • Professor Indiana University • Title: Professor of Social Studies and Multicultural EducationOffice: W. W. Wright Education Building, room 3250 Campus: BloomingtonYear of appointment: 1976 • Academic Degrees • Ph.D. University of Texas 1972 Social Science Education M.A. Stanford University 1965 Social Studies Education B.A. Northwestern University 1964 Sociology Professional Experience • 1994-Present Director, Research Institute on Teacher Education, Indiana University

16. Principles of Multicultural Education • Theory of Cultural Pluralism • Ideas of social justice • End of racism, sexism • End other forms of oppression • Affirmations of culture in the teaching and learning process • Visions of educational equity and excellence

17. Ethical Foundations of ME • Core Values • Acceptance and appreciation of cultural diversity • Respect for human dignity • Universal human rights • Responsibility to a world community • Respect for the earth

18. Mapping Multicultural Education

19. Using the Map as a Guide to the Text

20. MulticulturalCurriculum

21. Activities • How multicultural education schools differ from monocultural schools? • Compare/Contrast Bennetts ME with others view of ME • Criticism to multicultural education: What may be the agreement and disagreement arguments?

22. How multicultural education schools differ from monocultural schools?

25. How multicultural education schools differ from monocultural schools?

26. How multicultural education schools differ from monocultural schools?

27. How multicultural education schools differ from monocultural schools?

28. Criticism to multicultural education: What may be the agreement and disagreement arguments?

29. Bibliography • BIBLIOGRAPHY • American Anthropological Association. (1998, September). AAA statement on race. American Anthropologist, new series, 100(3), 712–713. • Banks, J. A., (1979). Shaping the future of multicultural education. The Journal of Negro Education 48(Summer), 237–252. • Banks, J. A. (1991). The dimensions of multicultural education. Multicultural Leader, 4, 5–6. • Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). San Francisco: Jossey-Bass. • Banks, J. A. (2006). Cultural diversity and education (5th ed.). Boston: Allyn & Bacon. • Bode, P. (2005). Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst. • Brameld, T. (1956). Toward a reconstructed philosophy of education. New York: Holt, Reinhart & Winston. • Brown v. Board of Education. 347 U.S. 483 (1954). • Dolby, N. (2000). Changing selves: Multicultural education and the challenge of new identities. Teachers College Record 102(5), 898–912. • Freire, P. (2000). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. (Original work published 1970). • Gay, G. (2003). The importance of multicultural education. Educational Leadership 61(4), 30–35. • Gay, G. (2004). Beyond Brown: Promoting equality through multicultural education. Educational Leadership 19(3), 192– 216. • Gollnick, D. M. (1980). Multicultural education. Viewpoints in Teaching and Learning, 56, 1–17. • Grant, C. A., Elsbree, A. R., & Fondrie, S. (2004). A decade of research on the changing terrain of multicultural education research. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 184–207). San Francisco: Jossey-Bass. • Ladson-Billings, G. (2004). Culture versus citizenship: The challenge of racialized citizenship in the United States. In J. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp.99–126). San Francisco: Jossey-Bass. • May, S. (1999). Towards critical multiculturalism. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 1–9). London: Falmer Press. • McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle for self-determination in indigenous schooling. Mahwah, NJ: Erlbaum. • McLaren, P., & Torres, R. (1999). Racism and multicultural education: Rethinking “race” and “whiteness” in late capitalism. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 42–76). London: Falmer Press. • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132–141. • Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. Mahwah, NJ: Erlbaum. • Nieto, S., & Bode, P. (2008). Affirming diversity, The Sociopolitical context of multicultural education (5th ed.). Boston: Allyn & Bacon. • Nieto, S., Bode, P., Kang, E. & Raible, J. (2008). Identity, Community and Diversity: Retheorizing multicultural curriculum for the postmodern era. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction. Thousand Oaks, CA: Sage. • Park, C. C., Goodwin, A. L., & Lee, S. J. (Eds.). (2001). Research on the education of Asian and Pacific Americans. Greenwich, CT: Information Age. • Ravitch, D. (1990). Diversity and democracy: Multicultural Education in America. American Educator, 141(1), 16–20, 46–68. • Schlesinger, Jr., A. M. (1998). The disuniting of America: Reflections on a multicultural society. New York: Norton. • Sleeter, C. (2001). An analysis of the critiques of multicultural education. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 81–94). San Francisco: Jossey-Bass. • Sleeter, C. E., & Bernal, D. D. (2004). Critical pedagogy, critical race theory, and antiracist education: Implications for multicultural education. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 240–258). San Francisco: Jossey-Bass. • Sleeter, C. E., & Grant, C. (1987). An analysis of multicultural research in the United States. Harvard Educational Review, 57(4), 421–445. • Sleeter, C. E., & Grant, C. (2006). Making choices for multicultural education: Five approaches to race, class, and gender (5th ed.). Hoboken, NJ: Wiley. • Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, England: Cambridge University Press. • Bode, P. (2009). Multicultural Education. Gale Group. Retrieved on January 23, 2010 from http://www.education.com/reference/article/multicultural-education/