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Approaches to Multicultural Education

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antonia oros

on 5 February 2014

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Transcript of Approaches to Multicultural Education

Dimensions to multicultural education.
Expanding the curriculum to reflect America's diversity.
Using teaching strategies that are responsive to different learning styles.
Supporting the multicultural competence of teachers so they are comfortable and knowledgeable working with students and families of different cultures.
commitment to social justice, promoting efforts to work and teach toward local and global equity.
James Banks & his
Multicultural Curriculum

Banks believes that one way to achieve greater understanding and more positive attitudes toward different groups is to integrate and broaden the curriculum making it more inclusive, and action oriented. He defines four approaches to a multicultural curriculum that are related to several proposed by others.
Multicultural Education
Approaches to
Multicultural Education

Multiculturalism has come to mean different things to different educators. Some focus on human relations, others on single-group studies, teaching the culturally different, another simply called multicultural, and finally multicultural reconstructionist.
During the begining of multiculturalism, the main focus was to fight racism. Over time, these programs expanded to confront not only racism but also more injustices based on gender, disability, social class, and sexual orientation.
Level 1
This approach reflects the least amount of involvement in multicultural education approaches. This is incorporated by selecting books and activities that celebrate holidays, heroes, and special events from various cultures. For example, spending time reading about Dr. Martin Luther King in January is a common practice that falls into this category. In this approach, culturally diverse books and issues are not specified as part of the curriculum (Banks, 1999).
The Contributions Approach



Level 2
The Additive Approach
In this approach content, concepts, themes, and perspectives are added to the curriculum without changing its basic structure. This involves incorporating literature by and about people from diverse cultures into the mainstream curriculum without changing the curriculum. For example, examining the perspective of a Native American about Thanksgiving would be adding cultural diversity to the traditional view of Thanksgiving. However, this approach does not necessarily transform thinking (Banks, 1999).
Level 3
The Transformation Approach
This approach actually changes the structure of the curriculum and encourages students to view concepts, issues, themes, and problems from several ethnic perspectives and points of view. For example, a unit on Thanksgiving would become an entire unit exploring cultural conflict. This type of instruction involves critical thinking and involves a consideration of diversity as a basic premise (Banks, 1999).
Level 4
The Social Action Approach
This approach combines the transformation approach with activities to strive for social change. Students are not only instructed to understand and question social issues, but to also do something important about it. For example, after participating in a unit about recent immigrants to North America, students may write letters to senators, Congress, and newspaper editors to express their opinions about new policies (Banks, 1999).
Multicultural education also seeks to help all students develop more positive attitudes toward different racial,ethnic, and religious groups. According to a survey conducted in the 90's more than 1,000 young people between the ages of 15 and 24 conducted by people for the American Way, most respondents felt their attitudes toward race relations were healthier than those of their parents.
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