Cultural Pluralism in the Classroom

At this level, teachers add multicultural diversity to their curriculum. Approach concepts, concepts, themes and perspectives are added to the curriculum without changing its basic structure. An example is, studying about Thanksgiving from the Native American perspective. This is adding cultural diversity to the traditional view.

Cultural Pluralism in the Classroom

Level 3

Transformation Approach

The transformation approach is very different from the two previous approaches (contribution and additive) in that it actually changes the curriculum. Students are able to see concepts from several cultural and ethnic perspectives.

This approach requires a complete transformation of the curriculum and also makes teachers deconstruct what they have been taught to think, believe,and teach. For example, living in the United States, most of us have learned that white, European men made the history and, at times, others helped out.

Level 2

Additive

Transformation

Approach

P

With the transformation approach, teachers must be willing to deconstruct their own existing knowledge, explore alternative perspectives critically, and include ideas other than those traditionally presented. An example of using the transformation approach in lesson planning would be to study the arrival of Christopher Columbus and his men from the Native American Perspective.

Transformation approach

Transformation

Approach

Additive Approach

Ideas utilizing transformation approach: Consider alternatives to Columbus's "discovery" of America and Pizarro's and Cortes's conquests of native people; discuss the Westward expansion from multiple perspectives, including from the Native American perspective; discuss how current politics affect individual cultures especially since 9/11.

Sample lesson plan using the transformation approach.

Objectives:

* Students will recognize how Columbus' discoveries effected the Native Americans.

* After reading Christopher Columbus, students will be able to write a story about Columbus' first step on American ground from the Native American point of view.

* Given the reader's theater on Christopher Columbus, students will be able to place the events of Christopher Columbus' life and voyage in order on a time line with 80% accuracy.

* Given the reader's theater, students will recognize the characteristics of Columbus by completing a character sketch of him, and having three characteristics in order to pass.

Procedures:

A. Carousel Brainstorming. To find out what the students

already know about Columbus Day, group the children into

four groups. Group them according to their birthdays: group

one: birthdays in January, February, and March; group

two: April, May, and June; group three, next three months;

group four, last three months of the year. Have the following

questions on large sheets of poster paper:

* What did Columbus find when he reached his destination?

* What happened to Columbus before he reached land?

* What do you think the Native Americans thought when they saw

Columbus and his men?

* What happened to the Native Americans after the arrival

of Columbus?

Assessment:

* Stories from the Native American perspective will be assessed.

* Character sketches will be assessed by including three

characteristics required for passing.

* Time lines of Columbus' life and voyage will be assessed

with students meeting 80% accuracy.

* The students understanding of how Columbus

changed the Native American way of life will be

assessed with a discussion.

The additive approach allows teachers to put content into their curriculum without having to restructure it. It takes little time, effort, planning or training. The additive approach has the same problems as the contributions approach. At both levels, material is studied from the perspective of mainstream historians. Events, concepts, ideas and issues are presented from a dominant perspective at this level.

Additive Approach

Cultural Pluralism in the Classroom

Ideas for utilizing Additive approach:

Sample calendar of

cultural events

Example of dominant perspective:

when teaching a unit on the Westward movement, a teacher may include a section on the Crow Indians, however the Westward Movement is the dominant perspective and little consideration is given to the Crow who were already there, thus their perspective is not really given.

Huggard, J. (2013, April 8). Multicultural lesson plans and resources. Retrieved from http://www.eds-resources.com

Create a monthly calendar highlighting special holidays or commemorative events that represent the students in your class; have students prepare menus of their cultures foods and then use the recipes to make a variety of cultural foods. This idea can be turned into a international day for the entire school where children can dress in ethnic costumes and bring in ethnic dishes for everyone to sample; have students create artwork that represents their culture and families and have a discussion about the differences and similarities the students share.

April

1st International

Children's book day

5th Ching Ming (Chinese)

8th Buddha Day

13th Vaisakhi (Sikh)

17th Verranzano Day

(Italy)

29th Hung Vuong

(Vietnemese)

Additive approach

Have students

create artwork

to explain their

culture

African

American

Native

Hawaiin

Ethnic costume day

The additive approach fails to help students understand how the dominant and ethnic cultures are interconnected and interrelated because, like the contributors approach, the additive approach defies many of the basic tenets of Multicultural Education. Individuals and/or groups of people from various cultures are included in the curriculum, but racial and cultural inequities as well as oppression are not always addressed.

Mainstream

Filipino

American

Multiculturalism encourages different cultures. Multicultural Education places cultural diversity at the center of teaching. It realizes the importance of teaching students about themselves and the diversity that exists around them (Feinburg, W. (1996).

Goals of Cultural Pluralism in the classroom: Cultural pride should be encouraged; cultural respect should be fostered; and cultural information should inform children about the range of historical experiences that have affected those who are or have been considered culturally different (Feinburg, W. 1996).

Level 1

Contributions

Level 4

Social Action Approach

The contributions level focuses on ethnic heroes or ethnic holidays. This level is typically taught in White environments isolated from those of ethnicities and social class.

The contributions level (approach) reflects the least amount of involvement in multicultural education approaches.

The final approach is the social action approach. This approach takes all the elements from the transformation approach, but adds components that require students to make decisions and to take action related to the concept, issue or problem they have studied.

Contributions Approach

Celebrate Women's Herstory Month

Contributions Approach

Read and write about people who made a difference

Read about different cultures

Ideas for utilizing the contributions approach:

Select books and activities that celebrate holidays, heroes and special events from different cultures; have students write a poem about their culture; introduce artwork or music from various cultures; have students choose an ethnic hero to write about.

Have students write the different ways people say "hello"

The contribution approach is the most common and easy way for teachers to incorporate cultural diversity into their curriculum. With this approach, teachers can include multicultural activities based on a person or event. Although this approach can be used with all grade levels, it works best with elementary students.

Contributions Approach

The contributions approach is incorporated by selecting books and activities that celebrate holidays, special events from various cultures, and heroes.

Social Action Approach

Social Action

Approach

Social Action Approach

Students study prejudice and discrimination in its school and decides to take action to improve race relations in the school

Students study the treatment of ethnic groups in the local newspaper and writes a letter to the publisher suggesting ways to improve the treatment of ethnic groups by the newspaper.

Actions and decisions are made related to the concepts, issues, and problems that are being studied to make the world a better place

Ultimate form of putting theory into practice

Results in empowering students to be social agents of change

The social action approach requires a lot of time planning and may be longer in duration than traditional units. In addition, social action approach may focus on problems and issues considered controversial by parents and staff. However, this approach helps students develop a sense of political efficacy and helps them work together in groups.

References:

Cumming-McCann, A. (2003, February). Multicultural education connecting theory to practice. Retrieved from http://www.ncsall.net

Huggard, J. (2013, April 8). Multicultural lesson plans and resources. Retrieved from http://www.eds-resources.com

Pinoy Teaching. (2004). Multicultural education. Retrieved from http://www.pinoyteach.com

Rasool, J. A., & Curtis, C. A. (2008). Multicultural education in middle and secondary classrooms: Meeting the challenge of diversity and change. Mason, Ohio: Cengage Learning.