Chapter 3: Multicultural Education in a Sociopolitical context.

1. Chapter 3: Multicultural Education in a Sociopolitical context. Soo oK and Amar 02/09/2010

2. Multicultural Education Definition • Sonia Nieto (1996) defines multicultural education as antiracist basic education for all students that permeates all areas of schooling, characterized by a commitment to social justice and critical approaches to learning. • Multicultural education challenges and rejects racism and other forms of discrimination in schools and society. It accepts and affirms differences in race, ethnicity, religion, language, economics, sexual orientation, gender, and other differences that students, communities, and teachers encompass. It should permeate the curriculum and instructional strategies used in schools, as well as interactions among teachers, students, and families in school and outside of it

3. Sociopolitical context • As Nieto stated in her book’ decisions about education are never politically neutral. Rather, they are tied to the social, political, economic structures that frame and define our society. • Sociopolitical context of society includes laws, regulation, policies, practices, traditions and ideologies. • Multicultural education or any education can not be understood if it was divorced from the practices and the policies of schools and from the structures and ideologies of society.

4. “ Fairy Land” multicultural education : the multicultural education disassociated from the lives of teachers, students and communities. • The main question is : How does sociopolitical context shape schools in the U.S and all over the world ?

5. Important Assumptions • Identity, Difference, power, and privilege are all connected: • - Race, ethnicity, social class , language use, gender, sexual orientation, religion… etc. • - one’s identity frames how one experiences the world. • - Identities always carry some baggage; they perceived in particular ways by a society and by individuals within the society. • - Multicultural Education needs to move beyond diversity to be affective. it should take into account the social, political and economic context for both teachers and students. • Teachers are not the villains. • Multicultural education is Inclusive of many differences. • Quality public is a cause worth fighting for.

6. Defining the Sociopolitical context of Multicultural Education • A significant concept of sociopolitical context concerns the unexamined ideologies and myths that shape commonly accepted ideas and values in a society. • * Myths about immigration and difference. • * Educational structures. • a. Personal and society level : “smog in the air” - BD • b. School-level policies and practices.

7. Goals of multicultural education • Tackling inequality and promoting access to an equal education. • Raising the achievement of all students . • Giving students an apprenticeship in the opportunity to become critical and productive members of a democratic society.

8. Key Terms • Equal Education and Equitable Education : • “Equity is the process; equality is the result” –EL • Social Justice: • 1. challenging and confronting misconceptions , untruths, and stereotypes that lead to inequality and discrimination. • 2. providing all students with the resources necessary to learn to their full potentials. • 3. drawing on the talents and strengths that students bring to their education. • 4. creating a learning environment that promotes critical thinking.

9. Achievement Gap: • the circumstances in which some students ( primarily those from racial, culturally, and linguistic marginalized and poor families) achieve less than other students. • Deficit theories and their stubborn durability.

10. U.S. school and society • The rate of the U.S. population • 2000 2050 (%) • White 69.4 50.1 • African American 12.7 14.6 • Latino 12.6 24.4 • Asian 3.8 8 • 18 % of the total U.S. population speak a language other than English at home.

11. . The rate of the total U.S. student population • 1970 2003 • White 79 60 • African American 14 16 • Hispanics 6 18 • Asian and other races 1 4 • : 31% of those enrolled in U.S. elementary and secondary schools were foreign born • or had at least one parent who was foreign born. • Teachers have become more monolithic, monocultural, and monolingual. • The rate of public school teachers: • White nearly 90% • African American 6% • Other racial background 5% • One implication of tremendous diversity described above • - teachers , regardless of their own identities and experiences, need to be prepared to effectively teach students of all backgrounds.

12. Back to Basic • - Cultural literacy • A list of terms and concepts that every educated person should know • not to mention rich multicultural history • - Critical literacy • critique of Hirsh and the simplistic ideas behind the cultural literacy model

13. NCLB( No Children Left Behind) law in 2001 • - requires that each state have an annual testing program of children in reading and math • Scores are rising – reducing instructional time in other subject for reading and math • Effects of NCLB • High drop rate- failed the state’s high-stakes exam • Exit exams decrease high school completion rates. • The law is leaving behind more children that it is saving. • Teacher’s Responsibility within NCLB • - How powerful learning and imagination can be promoted even within a testing context. • Standard – driven curriculum • Standard- conscious curriculum • - uses the standard as a tool rather than as either the starting point or the ideology for the development of big ideas. • Develop standards-based curricula that are both creative and critical • Use the standards to develop curriculum that is inspiring, demanding, and multicultural.