Multicultural and Social Reconstructionist Approach

1. Multicultural and Social Reconstructionist Approach This approach supports the belief that schools in a democratic society have an obligation to prepare future citizens to work actively and collectively on problems facing society.

2. Theoretical Foundations • Conflict (Critical) Theory • Social behavior is organized more on a group basis than an individual basis. • Groups struggle for control. • Dominant groups try to maintain the status quo.

3. Theoretical Foundations • Hidden Curriculum • The covert injection of values and norms into institutional curriculum. Freire refers to this as to mythicize the world. The world is “a fixed entity, as something given -- something to which men, as mere spectators, must adapt” (p. 135). • Those in control are there because it is natural. • It does not need to examined because they are in control.

4. Theoretical Foundations Cognitive Development Theory The better we are able to think, and the more knowledge we have about the society in which we live, the better we’ll be able to effect positive changes. But ideas must be put into practice. Talking is not enough (Praxis).

5. Theoretical Foundations Theory of Culture Change the culture, and social institutions will change.

6. Related Concepts Organization of interest groups The joining of forces between and among advocacy groups Taking part in the democratic process by voting and organizing others to vote Social reconstructionists believe that political participatory skills should be learned in school.

7. Multicultural Education Aspects The Multicultural Education aspects of this approach are related to issues of social equality with respect to race, social class, disability, and gender. However, the approach deals with all forms of oppression as a whole. It does not target only an individual group.

8. Goals Four goals are the main interest of this approach: 1. Model and celebrate diversity and equal opportunity. 2. Practice democracy. 3. Help students analyze their own social inequalities. 4. Encourage social action.

9. Assumptions Acting together in action groups, people are capable of changing the social order. Then, as the larger social order changes, so will the individual.

10. Curriculum Organize curriculum around current social issues involving racism, classism, sexism, and other -isms. Organize concepts around experiences and perspectives of different American groups.

11. Curriculum Use students’ life experiences as a starting point for analyzing oppression. Teach critical thinking skills and analysis of alternative viewpoints.

12. Curriculum Teach social action skills and empowerment skills.

13. Curriculum Teach how to expose “Hidden Curriculum”

14. Instruction Involve students actively in democratic decision-making. Build on students’ learning styles. Adapt to students’ skills levels. Use cooperative learning.

15. Instruction Decorate room to reflect social action themes, cultural diversity, and student interests. Avoid testing and grouping procedures that designate some students as failures.

16. Credits Sleeter, Christine E. and Grant, Carl A. Making Choices for Multicultural Education. Upper Saddle River, NJ: Merrill, 1999. Third Edition Wink, Joan (2000). Critical Pedagogy White Plains, NY: Longman. Freire, Paulo (1970) Pedagogy of the Oppressed. Continuum