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Art/Theory Prezi

Issues in Multicultural Education Prezi
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lauren allen

on 11 May 2011

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Transcript of Art/Theory Prezi

Issues in Multicultural Education

By: Lauren N Allen Colorblindness “Contrary to what many would like to believe,
America is still organized around structures that perpetuate race inequality. If anything, these
structures may be just as pervasive than ever
before, yet hard to identify, especially if our
eyes are closed. To not see skin color or race
is not to see racism either.” (Rosenberg, 2004,
p. 268) The Capacity of Heat “I am the welder.
I understand the capacity of heat
to change the shape of things.
I am suited to work
Within the realm of sparks
out of control.”

Written by Cherrie Moraga (1981) Eugenics “The Eugenics movement argued that if humankind were to improve, the parents of future generations would have to be carefully selected. To fulfill this goal, eugenicists supported policies of immigration restriction, segregation of those judged socially “unfit,” and programs of human selective breeding.”
(Inheriting Shame, 1999, p. 1) Brushing the Surface “First there is this surface stage in which people change a few expressions of culture in the school. They make welcome signs in several languages and have a variety of foods and festivals. My problem is not that they start there. My concern is that they often stop there.”
(Rethinking Multicultural Education, Enid Lee, 2009, p. 11) See me, Hear me, Dance with me “How I yearned to have a teacher who could see me, hear me, and dance with me (Negri-Pool, 2009, p. 206).” “I learned that the United States isn’t just black and white. I learned that my people are not the only ones who have suffered in this country.”
(Rethinking Multicultural Education, 2009, p. 178) Immigration and
White Privilege Ally “One of the reasons that being an ally is so difficult is that, the less I protect my eyes from the world around me, the more I see and understand (Kendall, 2006, p. 157).” Society's Acceptable Women “Those of us who stand outside the circle of this society’s definition of acceptable women; those of us who are poor, who are lesbians, who are black, who are older, know that survival is not an academic skill. It is learning to stand alone, unpopular and sometimes reviled, and how to make common cause with those other identified as outside the structures, in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths.” (Lorde, 1979, p. 99) Native Hawaiian Episemologies “Land is our mother. This is not a metaphor. [Within Native Hawaiian
epistemologies] land was the central theme that drew forth all others. You
came from a place. You grew up in a place and you had a relationship
with that place… Land/ocean shaped my thinking, my way of being, and
my priorities of what is of value… One does not simply learn about land,
we learn best from land. This knowing makes you intelligent to my
people. How you are on land or in the ocean tells us something about you.
Absolutely.” (Tuck, p. 14) Unmaking Passive Learners “The Columbus stories encourage passive reading and never pose questions for children to think about.” “A better solution is to equip students to read critically these and other stories – inviting children to become detectives, investigating their biographies, novels, and textbooks for bias.”
(Rethinking Multicultural Education, 2009, p. 83-84)
The "colorblind" theory views every person, no matter their background or race, as the same. It is the belief that race does not exist. Although this might seem like a positive idea, it can also be a dangerous one. Followers of this theory may believe that by ignoring race and becoming “colorblind” they are ending the issue of racism. But in all reality, it is having the opposite effect. When you chose to ignore a person’s race you ignore their culture, religion, and their very way of life. "The Welder" was a poem written by Cherrie Moraga. The poem is a metaphor for how individual and racial differences are perceived. Moraga's poem states that change will only come from “heat.” This means that the perceptions of racism in this country will only change when we confront the issues head on. We cannot be afraid to discuss topics that make us uncomfortable. In the passage, Enid Lee discusses how teachers only brush the surface of multicultural education. Instead, educators need to “transform the entire curriculum" to meet the diverse needs of all their students (Lee, 2009, p.11). Educators cannot solely teach children about the different languages, religions, and cultures when a holiday occurs. To develop a successful multicultural curriculum, teachers need to encourage children to learn about diversity throughout the school year. Eugenics is the belief that humankind will improve through heredity. Followers of this movement believed that society will be able to prosper through selective breeding,. In order to make sure that a certain race is "thoroughbred," eugenicists support the belief that members of society need to be segregated. Hear no evil, see no evil, speak no evil. Many teachers have this view of diversity in their own classrooms. Educators chose to ignore the differences in their classrooms. This maintains the belief that the White race is superior because educators continue to teach that the norm is being White. Too many times, educators close their eyes, ears, and voices to students who only want to share their culture with their classmates. Instead, educators should encourage students to express their identities to their peers. as a child. Negir-Pool felt that her teacher ignored who she was growing up. Only later did she find out that her teacher associated her with “a young Mexican woman from The Pearl (Negri-Pool, 2009, p. 206).” Negri-Pool felt a loss because her teacher did not openly allow her to express who she was. From experience, Negri-Pool, learned that she would not do the same when she became an educator. She allowed her own students to express themselves through dance, songs, and books. Textbooks often only allow students to read about one side of a story. White privilege is supported and continued through the use of textbooks. Groups of people outside of the White, middle-class, male category are rarely heard. Textbooks uphold this view that being White is the norm. an ally is a person who decides to stand beside a member of an opposite race. To become an ally to a person of color, the individual must “have their backs (Kendall, 2006, p. 140).” Becoming an ally is a difficult feat for some. It requires us to “spend a lot of time examining how [their lives are] influenced by having white privilege and what being an ally means to [them]" (Kendall, 2006, p. 142). Many women face the constant struggle to fit into our society. Those women who do not fit into society's definition of an acceptable women, find themselves on the outside looking in. These women must learn to “stand alone.” They also need to find common ground with other women who find themselves outside of society’s acceptable circle. The differences that women have should not be the thing that holds them back. Women must find strength in their differences. Epistemology is “when you consider how you or someone else thinks about knowledge, what constitutes knowledge, and what counts as knowing” (Tuck, p. 12). In western culture, we believe that there are differences between knowing and being (Tuck, p. 12). Native cultures consider that “knowing is being, and being is knowing” (Tuck, p. 12). Too often, teachers and textbooks encourage students to not question what they are learning. Our educational system is making passive learners out of our students. As educators we need to encourage our students to become critical thinkers and “textbook detectives.” Specifically, students should learn the truth about Columbus and that there are more than one side to a story. Education = Change In both chapter four of Bad Boys and “In the Classroom” a common theme developed surrounding teaching. Teachers should be open-minded, understanding of the diverse cultures in their classrooms, and have a wide repertoire of teaching skills. Teachers need to learn how to identify the texts and parts of their curriculum that shows what Enid Lee states as “normal.” This “normal” perspective we have in the classroom allows children to only see what White people view as normal. It does not allow students to learn about authors from different cultures, different religions, and the histories of people throughout the world. It is not helping our students or ourselves if we are only allowing one group of people to be identified in our classrooms (Lee, 2009, p.10). Eugenics found its way into American education from elementary to college level and teachers were trained on the ideas of Eugenics. Leaders of the Eugenics movement allowed outsiders to believe that through breeding American lives would prosper. But through the movement, leaders followed a racist agenda. Our current educational system views race as a system. History has dictated how we each fit into a specific place in this system. Race is not biological. Race is a social construct that our culture uses to keep certain people down, while others benefit. As Tolentino discusses "teachers feel so much discomfort confronting issues of race that they try to avoid it in their classes (2009, p.275)."
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