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Teaching for Social Justice, Diversity, and Citizenship in a Global World

This article explores the challenges and benefits of teaching citizenship education in diverse, multicultural societies. It discusses the importance of developing thoughtful and clarified identifications with cultural communities and nation-states, as well as fostering global understanding and roles in the world community. The article also examines the stages of cultural identity development and the role of literacy in promoting social justice and active citizenship.

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Teaching for Social Justice, Diversity, and Citizenship in a Global World

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  1. Teaching for Social Justice, Diversity, and Citizenship in a Global World Lauren Plante CURR 580

  2. SINCE WWII: Nation-States throughout Western World =more diversified due to immigration and other forces

  3. United KingdomFranceGermanythe NetherlandsAsiaAfricathe West Indies

  4. U.S Census Bureau (2000)* ethnic groups of color will make up 47 percent of U.S. population in 2050*students of color now make up 40 percent of students in the nation’s public schools

  5. Assimilationist Notion of Citizenship:* create nation-states where all groups shared one dominant mainstream culture* assumed that ethnic and immigrant groups had to forsake their original cultures to fully participate in the nation-state

  6. Challenges to Assimilationist Conception:*ethnic revitalization movements of 1960’S and 1970’s * Civil Rights Movement in U.S.

  7. New Participants expressed feelings of marginalization and worked to make institutions responsive to needs:*economical *political*cultural

  8. INCLUDED:* French and Indians inCanada* West Indians and Asians in Britain

  9. * Indonesians and Surinamese in the Netherlands * Aborigines in Australia

  10. CITIZENSHIP EDUCATION:DEVELOP THOUGHTFUL AND CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES AND THEIR NATION-STATES

  11. HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS AND DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

  12. *American Indians in the U.S. * Maori in New Zealand * African Caribbean in the United Kingdom * Moluccans in the Netherlands

  13. BALANCING UNITY AND DIVERSITY Unity must be important aim when nation-states are responding to diversity within their populations . n

  14. *can protect the rights of minorities* can enable diverse groups to participate only when unified around set of democratic values such as justice and equality.

  15. LITERACY, SOCIAL JUSTICE, AND CITIZENSHIP EDUCATION Literate citizens in a diverse democratic society should be: reflective moral active citizens in an interconnected global world

  16. UNITY WITHOUT DIVERSITY:*CULTURAL REPRESSION*HEGEMONY* FRACTURING OF THE NATION-STATE

  17. According to Banks: Multicultural literacy = *Skills and abilities to identify creators of knowledge and their interests *Uncover the assumptions of knowledge *View knowledge from diverse ethnic and cultural perspectives *Use knowledge to guide action that will create a humane and just world

  18. DEVELOPMENT OF CULTURAL, NATIONAL, AND GLOBAL IDENTIFICATIONS • CITIZENSHIP EDUCATION: • DEVELOP THOUGHTFUL/CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES/THEIR NATION-STATES • HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS/DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

  19. CITIZENSHIP EDUCATION: DEVELOP THOUGHTFUL AND CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES AND THEIR NATION-STATES HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS AND DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

  20. STAGES OF CULTURAL IDENTITY

  21. STAGE 1* “Cultural Psychology Captivity” Individuals internalize negative stereotypes/beliefs May show self-rejection/low self-esteem

  22. STAGE 2“Cultural Encapsulation” Newly discovered consciousness Try to limit participation to own cultural group

  23. STAGE 3“Cultural Identity Clarification”*able to clarify personal attitudes*cultural pride genuine and not contrived

  24. STAGE 4“Biculturalism”* have healthy sense of cultural identity* have strong desire to function effectively in two cultures

  25. STAGE 5“Multiculturalism and Reflective Nationalism”* have clarified ,reflective, positive personal, cultural, national identifications*positive attitudes toward other racial, cultural, ethnic groups

  26. STAGE 6“Globalism and Global Competency”* have knowledge, skills, attitudes needed to function effectively in own culture, other cultures, civic culture of nation, in global community

  27. Bibliography: James A. Banks is Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle. He is a past president of the American Educational Research Association and the National Council for the Social Studies and a member of the National Academy of Education. The Educational Forum. Volume 68. Summer 2004

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