Teaching for Diversity: Multicultural Education in Practice

1. EDUC 205- Diversity in Education: Teaching for Diverse Populations Professor Marini Smith Spring 2016 Week of February 9, 2016

2. Name Tent • Please take a moment to write your name on the piece of construction paper and fold it to create a name tent.

3. Agenda • Introduction/Syllabus • M & M’s Self-Share • Classmate Scavenger Hunt • How Culturally Connected Are You? • Mindset Philosophy • Diversity Exercise: My Groups

4. Introductions- Who Am I? • A little about me: • Have been in education for the past 18 years as a teacher’s assistant, elementary teacher and high school English teacher, literacy coach, EL Specialist, AVID/AP Specialist, assistant principal • BA in Child Development from CSULA, MA in Education w/emphasis in Psychology from Pepperdine, and doctorate from USC, where my research focused on motivation and attribution retraining • Joined LASC faculty as a full time Education Instructor Fall 2012 • Other details: • Born and raised in LA • LOVE to travel- been to over a dozen countries • Love photography, films, party planning, eating good food, and I watch way too much reality TV • Have a 4 year old son named Noah, two-year-old son named Colson, and two stepdaughters. I love being a mom!

7. M & M’s Self- Share • Please take your desired amount of M & M’s • For each color represented, share the following with the group: • Blue- What I did over the summer… • Yellow- My favorite teacher and why… • Red- Someone who inspires me… • Orange- Something I am proud of… • Brown- My favorite ________ is…. • Green- The world would be a better place if it had more __________ and less ____________.

8. How Culturally Connected Are You?Give One--Get One • Name the last movie you saw that dealt with the student’s culture. • Name the last book you read cover to cover that dealt with the student’s culture. • Name the last time you ate authentic food (in a restaurant or home cooked) that dealt with the student’s culture. • What artifact, apparel, or jewelry do you have that deals with that student’s culture?

9. Student Scavenger Hunt • You have ten minutes to meet your classmates • Determine which classmates have characteristics that appear on your scavenger hunt hand-out • Obtain your classmates’ contact info!

10. Chapter 1Foundations of Multicultural Education Donna M. Gollnick and Philip C. Chinn Multicultural Education in a Pluralistic Society, 9th Edition • any public performance or display, including transmission of any image over a network; • preparation of any derivative work, including the extraction, in whole or in part, of any images; • any rental, lease, or lending of the program.

11. Chapter1LearningOutcomes Prepare your classroom to accommodate a diverse population that will treat all students equitably. Examine the role that culture plays in the lives of students and their families. Consider whether cultural pluralism is a reasonable and achievable goal in the classroom.

12. Chapter1LearningOutcomes Recognize why the question, “Who are my students?” is so important to effective instruction. Prepare yourself to tackle the obstacles to social justice in order to create a just and equal classroom. Implement characteristics of multicultural education in the classroom.

13. DiversityintheClassroom Racialdiversity: Students of color now comprise approximately 40% of all students in PreK-12th grade public schools in the United States. Religiousdiversity: Not only are schools ethnically and racially diverse, but they are increasingly religiously diverse. Culturaldiversity: Cultural factors impact student learning and behavior.

14. MulticulturalEducation Multicultural supports: • Diversity • Culture • Social justice • Equality • Democracy

15. Culture

16. CharacteristicsofCulture

17. ManifestationsofCulture Culture is manifested through Values Nonverbal communication Language

18. Ethnocentrism Overcoming ethnocentrism means respecting other cultures and functioning in multiple cultural groups. Overcoming ethnocentrism means viewing other cultures as equally viable alternatives. Ethnocentric individuals see their own traits as superior to others.

19. CulturalRelativism Cultural relativism is an attempt to understand other cultural systems in their own terms in the context of their own cultural beliefs. Understanding another culture first begins by clearly understanding one’s own culture. “Never judge another man until you have walked a mile in his moccasins.” –Native American proverb

20. DominantCulture WASP influence: White, Anglo-Saxon, and Protestant Individualism: the belief that every individual is his or her own master, with a goal of self-actualization. Freedom: not having others determine our values, ideas, or behaviors because we are free to choose these as we please.

21. Pluralism inSociety Otherness: cultural groups that are different from our own Assimilation: process by which groups adopt or change the dominant culture Structural Involuntary

22. CulturalPluralism Cultural pluralism: Allows multiple distinctive groups to function separately and equally without requiring any assimilation into the dominant society Many immigrant groups have maintained their own unique ethnic groups or enclaves

23. Multiculturalism Allows different cultural groups to maintain their unique cultural identities while participating equally in the dominant culture Understanding multiculturalism can help teachers select appropriate instructional strategies and provide authentic learning activities

24. CulturalIdentity Our identities in any single group are influenced by our historical and lived experiences and membership in other groups. The interaction of these various group memberships within society begins to determine an individual’s cultural identity. Identity is fluid and shifts across time.

25. Cultural Borders Cultural borders are boundaries based on cultural differences that may limit an individual’s understanding of persons from a different cultural background. As we learn to function comfortably in different cultures, we may be able to cross cultural borders, bringing the students’ cultures into the classroom.

26. Biculturalism Individuals who have competencies in two or more different cultures and can function proficiently in them are considered bicultural or multicultural.

27. Equality and Social Justice in a Democracy The concepts of equality and individualism are fundamental and core values in this country. They sometimes oppose each other; we speak for equality for all and yet demand the right for individualism and the ability to achieve one’s own happiness and pursue personal resources. Egalitarianism is the belief in social, political, and economic rights and privileges for all people

28. Meritocracy Inequalities are the natural outcome of individual differences Everyone has the opportunity to be successful if they just work hard enough Equal educational opportunity applies meritocracy to education

29. Equality Patterns of inequality are a reflection of how resources and political power, and cultural and social dominance are built into the entire political-economic system. Equality suggests fairness in the distribution of the conditions and goods that affect the well-being of all children and families.

30. Social Justice

31. Obstacles to Social Justice Prejudice is the aversion to members of certain cultural groups. It manifests itself in fear, anger, hatred, and distrust. Stereotype occurs when generalizations are applied to a group without consideration of individual differences within the group. Developing activities that reduce prejudice would be an appropriate education strategy for teachers.

32. More Obstacles to Social Justice Discriminationfocuses on behaviors and occurs on both the individual and institutional levels. The privileged curriculumcan result in teachers being unable to see the inequities that many students outside the dominant group face. Classroom resources and practices must be evaluated to ensure that discrimination does not occur.

33. Fundamentals of Multicultural Education Cultural differences have strengthand value. Schools should be models for the expression of human rightsand respect for differences. Social justice and equalityfor all people should be of paramount importance.

34. Fundamentals of Multicultural Education Attitudes and values necessary for participation in a democratic society should be promoted in schools. Educators working with families and communities can create an environment that is supportive of multiculturalism, equality, and social justice.

35. Evolution of Multicultural Education Multicultural education has its roots in the early work of African American scholars, intercultural education, and ethnic studies. The civil rights movement brought a renewed interest in ethnic studies, discrimination, and intergroup relations. Schools are now held accountable for providing equitable learning environments for students.

36. Multicultural Education Today Multicultural education encompasses critical pedagogy, antiracist education, and critical race theory. Multicultural education promotes critical thinking to ensure that education serves the needs of all groups equitably. No Child Left Behind requires standardized testing of students to determine how effective a school is in helping students learn.

37. Multicultural Proficiencies for Teachers Multiple InTASC standards address multicultural proficienciesstate that teachers should demonstrate. It is important for teachers to develop dispositionsthat support diversity and differences.

38. Reflecting on Multicultural Teaching Teachers who reflecton and analyzetheir own practice report improvement in teaching. Effective teachers are able to changetheir teaching strategies when students are not learning. Self-reflection is a critical skillfor improving your teaching.