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The Role of Culture in Differentiation Instruction. What Culture Brings to a Classroom. Purpose Substance. Cognitive Theories. Culture Misconceptions. Culture is exotic and is something that only other people have.
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What Culture Brings to a Classroom • Purpose • Substance. • Cognitive Theories.
Culture Misconceptions • Culture is exotic and is something that only other people have. • Culture exists out of context; that is history, economics, politics, customs have no impact on society. • Culture is used to explain (Lonner & Malpass, 1994) a group’s behavior and sometimes lead to stereotyping ethnic groups.
Culture Effects • Cultural identity profoundly influences behavior in everyone. • Psychological conclusions of Westerners are not necessarily valid for the world at large. • Ethnocentrism is universal and must be overcome. • Cross-cultural research is useful in establishing not only human differences but also human commonalities and universals (like language and stages of moral reasoning). (Adapted from David O. McKay Schoolof EducationBYU//education.byu/diversity/curriculum.html)
Why Consider a Multicultural Curriculum? • Exposes biases, stereotypes, inaccuracies in curricular content, pedagogy, and academic policies and corrects them. • Develops and delivers content that is fair, balanced, and accurate. • Accommodates diverse teaching and learning styles to reach everyone. • Prepares students for a diverse workforce and clientele in a global environment. • Increases sensitivity and awareness of different cultures, and celebrate/appreciate their perspectives, heritage, and contributions. • Promotes scholarship and highlights opportunities for new areas of research and artistry. • Trains students to be respectful and tolerant of differing viewpoints.
At a Crossroads… • Educators should not ignore racial and ethnic differences when planning instruction; nor should they dismiss the question of racial and ethnic differences with the all-too-easy cliché, “I don’t see racial differences in students and I treat them all alike.” • Research on cognitive styles, language, and communication characteristics of ethnic groups suggests that if all students are treated alike, their distinctive needs are not being met and they are probably being denied access to equal educational opportunities. (Cummins 1986; Heath 1983; Kochman 1981; Philips 1983)
The 5 Stages of Multicultural Curriculum Multicultural curriculum reform has 5 stages. Educators can examine these stages, make comparisons to their own current practices, and see what can be done to improve their curriculum. Higher stages represent greater multicultural competence. • Stage 1–Recognition (traditional curriculum not unique). • Stage 2–Heroes and Holidays (Integrate other viewpoints;celebrate other cultures’ heroes and holidays). • Stage 3–Integration (Integrate information of non-dominant groups across several areas of the curriculum). • Stage 4–Structural Reform (a seamless, refined, and balanced curriculum that has both traditional and multicultural perspectives). • Stage 5–Social Action and Awareness (integrates social issues into curriculum via discussions and activities). (Adapted from the David O. Kay School of Education–BYU- //education.byu.edu/diversity/curriculum.html)
