Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Multi-Cultural Education in America
Transcript of Multi-Cultural Education in America
Shorter arms and legs
Heavier Genetics! More socialized into their culture
Conceive of themselves in individual ways
Focus is on the goals of the individual over the group's goal
Mediated by values and self-control
Use of high-context communication
✪ Value: desires in life, having a sense of accomplishment, self-cutivation, and self-respect Individualistic More responsible to their families and community
Emphasize collectivistic factors (ex. Harmony with others)
More concerned with avoiding hurting others’ feelings
This behavior has an influence on language (ex. Korean language)
✪ Value: obedience, meeting obligations, harmony, being cooperative Euro-American
Asian-American Pursue individual play more often Often tends to say what their friends have to do during play time
Plays with commercially marketed toys
Show greater cooperation
Spontaneously borrow and share Play with commercial toys rarely
Educators should consider how important understanding and studying about multiculturalism is for their students.
Understanding and responding to different cultural tendencies such as genetics, behavior, and the styles of children’s play can improve student's performance in school. So what? Non-biased approach towards incorporating multicultural themes in their curriculum Children are individuals and cannot be made to fit any preconceived molds of how they are “supposed” to act. Critical thinking and reflection is an important part of the educator’s job to ensure that all the children are receiving an equal opportunity to learn. gain awareness and understanding of the ethnic, racial, and cultural expressions of diverse students in their classrooms promote how to live together cooperatively and productively The goal of multicultural education is to “ensure all students will have an equal chance to achieve academically in school." confining culture to food, language and parties
using culture in a set way (ex. multicultural fair) Avoiding touchy subjects Assuming "colorblindness" Little to no contact with students of different cultures Art draws the eye and mind, entices us to look and can convince us of what it is saying Different mediums of art can be used to explore culture and touchy subjects more deeply What about difficult issues? The project required each student in the class to interview and photograph someone who had immigrated to the United States. Each photograph was accompanied by a quotation that was excerpted from the student interviews. Students' Reflections: “I learned a lot about my dad” “the person who has sat next to me for years.” “I learned how amazing he is, and how much he has accomplished, I tried to capture his feelings.” “I learned a lot about the culture and how different her culture is,” “about the religion,” “I learned the hardships one faces in coming here from another country. I learned not to be afraid of new things.” Luther, K. (2009). Celebration and separation: a troublesome approach to multicultural education. Multicultural Perspectives, 11(4), 211-216.
Smith, E. (2009). Approaches to multicultural education in preservice teacher education: philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45-50.
Graham, M. (2009). The power of art in multicultural education: the international stories project. Multicultural Perspectives, 11(3), 155-161. Banks, James A. (2010). Multicultural education: characteristics and goals [Seventh edition (p.1-32)]. Retrieved from http://books.google.com/books?hl=en&lr=&id=e1ITbOA2jhQC&oi=fnd&pg=PA1&dq=multicultural+education&ots=8xd3RxOYN8&sig=vNzp3GME7g-_oeHcb-Zi__AqTx0#v=onepage&q&f=false2.
Gudykunst, William B. (2006). The influence of cultural individualism-collectivism, self-construal’s, and individual values on communication styles across cultures. Human Communication Research, 22(4), Retrieved from http://kg6ek7cq2b.scholar.serialssolutions.com.ezproxy.lib.indiana.edu/?sid=google&auinit=WB&aulast=Gudykunst&atitle=The+Influence+of+Cultural+Individualism‐Collectivism,+Self+Construals,+and+Individual+Values+on+Communication+Styles+Across+Cultures&id=doi:10.1111/j.1468-2958.1996.tb00377.x&title=Human+communication+research&volume=22&issue=4&date=1996&spage=510&issn=0360-39893.
Trawick-Smith, J. (2009). Early childhood development: a multicultural perspective. New Jersey: Prentice Hall Thanks for listening! United States China Korea Taiwan Japan Western Europe