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Transformative Education

Transformative Education. EDU 6525 SPU Spring 2012 Lori Decker. Transformative Knowledge . Banks describes transformative knowledge as “the facts, concepts, themes that challenge mainstream academic knowledge and expand…established theories.” (p. 9)

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Transformative Education

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  1. Transformative Education EDU 6525 SPU Spring 2012 Lori Decker

  2. Transformative Knowledge • Banks describes transformative knowledge as “the facts, concepts, themes that challenge mainstream academic knowledge and expand…established theories.” (p. 9) • Only by transforming knowledge as it has been presented to us can we transform ourselves, our beliefs, and reduce prejudice and racism. • Knowledge is not value free it is constructed through our experiences and positions in society

  3. Banks (p.12) states “the challenge that teachers face now is how to make effective instructional use of the personal and cultural knowledge of students while at the same time helping them reach beyond their own cultural boundaries.”

  4. History of Multicultural Education • In order for me to know where to lead my students it is important to know where we have been • Multiethnic refers to ethnic and racial groups • Multicultural education includes race, class, gender

  5. Influential Scholars • DuBois(1900s -1963) • one race is not superior to another • he wrote about the contributions of African Americans in America • Woodson (1920s) • aimed to dispense multicultural knowledge to both scholars and the public • influential in African American children’s literature • Davis (1950s) • studied intelligence tests and bias • found that cultural factors influence testing

  6. More Scholars • Sanchez (1900s-1960s) • worked to promote Latin Americans in society • discovered the Mayan concept of zero • also found language affects intelligence tests and they are not an accurate gauge of intelligence • Bethune (early 1900s) • was instrumental in Roosevelt cabinet to get jobs for both African American men and women • Eleanor Roosevelt (1940s) • defended a popular African American singer and as a result resigned from the Daughters of American Revolution

  7. Multicultural Education Today • Achievement gap is still evident among different races • Much of academic achievement issues can be traced to poverty • The United States is no longer considered a melting pot, but the browning of America • Teacher training is lacking

  8. Culturally Responsive Teaching • What is the solution? Culturally Responsive Teaching • Wide variety of texts: 75-90% of curriculum is textbooks, ensure use author sources which accurately portray minorities • Authentic sources, autobiographies • Find the hook which draws students in to the subject matter

  9. Reflections for a Teacher • Marva Collins’ “I believe all students can learn.” Do I believe this? • Do I show empathy and caring about what is truly best for the student? • “…the capacity of adults in the School to form trusting relationships can greatly influence achievement outcomes.” (Howard, 2007). • Does my teaching represent the cultures in my classroom?

  10. Am I aware of both non-verbal and verbal communication? • Am I asking different types of questions to promote deeper thinking? • Am I using cooperative learning to facilitate student interaction? • Concrete examples: • At Christmas we studied holiday traditions around the world • Each student interviewed a family member for a tradition and shared a favorite food

  11. Am I creating a new lens to view the world, not only for non-white students but also for white students? • When teaching a unit, am I aware of other perspectives? • Example: Current pioneer unit only briefly touches on the Native American’s life before pioneers • Do I include other pioneers in addition to Western European?

  12. We study the Native American perspective first.

  13. Am I creating a positive classroom climate where students have a say? • Town Meetings (Chenfield, 2004). • “…a teacher who is rigid and devoid of joy and humor can follow the recipe for a Town Meeting…but it will yield nothing that will teach the children.” (Chenfield, 2004).

  14. Parts of the Whole • E pluribus unim – one out of many. We are each individuals who make up the whole.

  15. References • Banks, J. (1996). Multicultural education, transformative knowledge and action. New York, NY: Teachers College Press. • Chenfield, M. (2004). Metaphors of hope. Phi Delta Kappan. (p. 271-275). • Howard, G. (2007) As diversity grows, so must we. Educational Leadership. (p.16-22), ASCD. • Mvududu, N. (2012) Culturally responsive teaching, Seattle Pacific University.

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