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on 18 March 2014

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Transcript of Multiculturalism

Multicultural Issues and Practices
Multicultural education indicates certain ideas (Banks, 2007):
All students-regardless of their gender, social class, ethnicity, religion, and exceptionality- have the right to learn equally in schools.
Some students who have certain structured characteristics have better opportunities to learn than other groups.
High-Stakes Testing
Lack of Teachers' Perception of Multicultural Literature and Cultural Diversity (Iwai, 2012):
A study involved 19 elementary/middle pre-service teachers in a literacy course in order to explore multicultural children's literature.
The researcher collected data using Cultural Diversity Awareness Inventory (CDAI), open-ended questions, writings, projects, and class discussions.
In the beginning of the course, the teachers were not aware of multicultural children's books and could not identify these types of books.

The Differences Between Average Scores of All Five Categories for the Pre-CDAI and the Post-CDAI

Ideologies presented in Multicultural Literature (Yoon, Simpson, & Haag, 2010):
The researchers explored 10 multicultural picture books in a middle school library. The books were selected randomly.
They found that six books were neutral, four books had an assimilation ideology, and two books represented a pluralism ideology.
ideology refers to "helping underrepresented students...adjust to a dominant norm" (p. 110). Ex. "My Name is Yoon" by Recoverits, H.
ideology indicates educating all students including mainstream students. Ex. "Harvesting Hope" by Krull, K.
Change Beliefs as it educates all students based on a pluralistic approach by embracing diverse identities.
Help students "critically analyze their cultural, social, and political worlds" (Yoon, Simpson, & Hagg, 2010, p. 110).
Multicultural Challenges
High-Stakes Testing
Lack of Teachers' Perception of Multicultural Literature and Cultural Diversity
Ideologies presented in Multicultural Literature
Where to Start!!
Ask yourself 3 questions
(Yoon, Simpson, Hagg, 2010):
Does the text support the underrepresented culture?
Is the text directed to all students or just underrepresented students?
Does the text encourage critical thinking of the social structure of the society?
Look for books with awards:
Pura Belpre
(latino Authors and Illustrators)
(Books written in a Foreign Language and a Foreign Country, and translated in English)

High School Literature:
"Kite Runners" by Hosseini K.
"Kiss the Dust" by Laird, E. [Middle East Literature]
Middle School Literature:
"Elijah of Buxton" by Curtis, C.
"Habibi" by Nye, N. [Middle East Literature]
Elementary School Literature:
"Golden Domes and Silver Lanterns" by Khan, H.
"Going Home" by Bunting, E.
"Alia's Mission, Saving the Books of Iraq" by Stamaty, M.
Al-Hazza, T. C. (2010). Motivating disengaged readers through multicultural children's literature. The NERA Journal, 45(2), 63-68.
Al-Hazza, T. C., & Bucher, K. T. (2010). Bridging a cultural divide with literature about Arabs and Arab Americans. Middle School Journa, 41(3), 4-11.
Banks, J. A., & Banks, C. A. (2007). Multicultural education: Issues and perspectives. (6th ed.). NJ: Wiley.
Brock, C. H., & Boyd, F. B. (2011). Fostering meaningful middle school literacy learning: Investigating beliefs and practices. Voices from the Middle, 19(1), 13-18.
Iwai, Y. (2013). Multicultural children's literature and teacher candidates' awareness and attitudes toward cultural diversity. International Electronic Journal of Elementary Education, 5(2), 185-198.
Montero, M. K. (2012). Literary artistic spaces engage middle grades teachers and students in critical-multicultural dialogue. Middle School Journa, 44(2), 30-38.
Morrell, E., & Morrell, J. (2012). Multicultural readings of multicultural literature and the promotion of social awareness in ELA classroom. The NERA Journal, 47(2), 10-16.
Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescent & Adult, 45(2), 109-118.
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