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Decision Making and Social Action Approach

Diversity Project Presentation
by

Alyssa Hirsh

on 5 May 2013

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Transcript of Decision Making and Social Action Approach

To facilitate student thinking and decision making skills (Cumming-McCann 2003)

To empower students to make a change to society (Cumming-McCann 2003)

To give students a sense of political awareness and efficacy (Cumming-McCann 2003)

Banks (n.d.) states the goal is to give students the ability to "participate in personal, social, and civic actions that are essential for citizens in a democratic pluralistic society."
Decision Making and Social Action Approach What is it? Examples Early education- learn about how feeling are hurt with ethnic jokes and not to laugh at them, make friends with students of other races/ethnicity's and complete cross-cultural activities, read books about different ethnic groups (Banks n.d.)

Middle level and upper education- become involved in the community to help members suffering (soup kitchens, food drives, clothing donations) (Banks n.d.)
Alyssa Hirsh
EDU 310:03
May 6, 2013 Approaches to Multicultural Education What is the goal?
Decision Making and Social Action Approach
Out of the four, this approach is the most in-depth.

The curriculum is required to:
view issues from all perspectives, frames of reference, and ideas that will expand students' understanding of an idea (Cumming-McCann 2003)
involve students in indentif[ing] social problems and concerns, and then make decisions to take action to fix the issue (Bieger 1996)

Students are encouraged to reflect on their own cultural background and learn to understand and accept their biases and prejudices. What it Takes as a Teacher This is curriculum reform at the highest level
Teachers need to:
create a safe and open environment for discussion (Flores n.d.)

help encourage critical and sometimes opposing views (Flores n.d.)

aid students in taking appropriate action (Flores n.d.)

help get students involved that are not participating

help students who participate above and beyond get involved at a higher level (ex. workplace, community, etc.) (Flores n.d.) (Flores n.d.) Effectiveness Whole curricular reform.

Students are involved completely in diversity education with every lesson.

Students gain self-knowledge, self-insight, and self-awareness.

Students learn the effectiveness of their actions and develop empathy towards other groups of individuals.

Students develop social skills as well as gaining understanding of their civic responsibility.

Possible Critiques Curriculum reform focuses on differences rather than our similarities

Multicultural curriculum was introduced initially to address the concept of representing all cultures in public education curricula.

Gorski (2012) states that "multicultural curriculum transformation simply happens to be one of the few movements that directly addresses how racism, sexism, heterosexims, classism and other forms of oppression have informed educational and curricular practices." Multicultural curriculum "water's down" the skills and awareness students need to excel. This method of approach allows students to view from multiple perspectives of social issues. Traditional curriculum typically only addresses a single viewpoint (Gorski 2012).

Multicultural education allows students to gain better critical thinking skills and creativity since they will have a better, more accurate understanding of how the world around them works and came to be (Gorski 2012). Banks, J. A.(n.d.). Multicultural education: goals and dimensions. Center for Multicultural Education. Retrieved from http://education.washington.edu/cme/view.htm

Bieger, E. M. (1996). Promoting multicultural education through a literature-based approach. The Reading Teacher, 49 (4). Retrieved from http://www.jstor.org/stable/pdfplus/20201604.pdf?acceptTC=true

Cumming-McCann, A. (2003). Multicultural education connecting theory to practice. Focus on Basics: Connecting Research & Practice, 6 (B). Retrieved from http://www.ncsall.net/fileadmin/resources/fob/2003/fob_6b.pdf

Flores, M. (n.d.). What are the advantages of multicultural education? What challenges face community colleges to provide it. Retrieved from http://wserver.flc.losrios.edu/~multi/Monica%20Flores%20essay.htm

Gorski, P.C. (2012). Understanding multicultural curriculum transformation:A Q & A with Paul C. Gorski. Retrieved from http://www.edchange.org/multicultural/curriculum/concept.html#question2

 
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