Multiculturalism involves not only claims of identity and culture as some critics of multiculturalism suggest.
Volume 6, Issue B It goes beyond teaching tolerance of differences, and it is much deeper than studying or celebrating Black History Month in February. So, what is multicultural education? To answer the question, we must first understand the goals, definitions, and a predominant model of multicultural education Banks, Although I am not an adult basic educator, multicultural education as it is studied, conceptualized, and practiced in K and higher education is applicable to adult basic education as well.
In the next sections, I review the goals of multicultural education and provide a theoretical framework for implementing multicultural education into adult basic education programs.
Defining Multicultural Education If you were to ask educators to define what multicultural education is, you would be unlikely to receive the same answer twice.
The responses would range from adding new and diverse materials and perspectives to existing curricula to discussions of teaching styles and pedagogical approaches that meet the needs of traditionally underrepresented groups.
Others might talk about education as a part of a larger, oppressive system, and explain that multicultural education must work to deconstruct this system. While multicultural education can be conceptualized in many different ways, some of the leaders in the field for example: The primary goal of multicultural education is not merely to promote human relations, to help students feel good about themselves, or to preserve students' native languages and cultures.
While these outcomes may be by-products, the primary goal of multicultural education is to promote the education and achievement of all students, particularly those who are traditionally dismissed and underserved in our education system see box below.
Sonia Nieto defines multicultural education as antiracist basic education for all students that permeates all areas of schooling, characterized by a commitment to social justice and critical approaches to learning. Furthermore, multicultural education challenges and rejects racism and other forms of discrimination in schools and society.
It accepts and affirms differences in race, ethnicity, religion, language, economics, sexual orientation, gender, and other differences that students, communities, and teachers encompass.
It should permeate the curriculum and instructional strategies used in schools, as well as interactions among teachers, students, and families in school and outside of it Nieto, A Model for Curricular Infusion The implementation of multicultural education varies greatly. James Banks, a leader in the field of multicultural education, developed a model to explore and define different approaches to the integration of multicultural content into the curriculum.
The model includes four approaches to content integration from easiest to implement and least likely to lead to the goals of multicultural education, to most challenging, and offering the most potential. The Contributions Approach Commonly referred to as the heroes and holidays approach, this first level of content integration is probably the most frequently utilized form of multicultural education.
It is characterized by the addition of ethnic heroes into the existing curriculum by using criteria similar to those used to select mainstream heroes. The curriculum remains essentially unchanged in terms of its basic structure, goals, and main ideas.
Ethnic content may be limited to special days, weeks, months, or events. Martin Luther King, Jr. Teachers might involve students in lessons or experiences related to the event, but little attention is given to the ethnic groups either before or after the event, nor is the cultural significance or history of the event explored in any depth.
The contributions approach gains its popularity from the fact that it is the easiest approach to use. It requires no alterations to the existing curriculum, and can give the illusion that diversity is being celebrated. The approach, however, has many limitations.
Perhaps most significant is that it does not give students the opportunity to see the critical role of ethnic groups in US society. Rather, the individuals and celebrations are seen as an addition or appendage that is virtually unimportant to the core subject areas.
Furthermore, teaching about heroes and holidays does not ensure any discussion of oppression, social inequity, and struggles with racism and poverty.
In this approach, the heroes that are represented tend to reinforce the American bootstrap myth: Individuals are taken out of a cultural context and viewed from a dominant perspective.
This approach can potentially - yet inadvertently - lead to the reinforcement and perpetuation of stereotypes by presenting a superficial and trivial understanding of ethnic cultures. The Additive Approach The second level of content integration is the additive approach, sometimes called the ethnic additive approach.
Much like the heroes and holidays approach, this one allows the teacher to put content into the curriculum without restructuring it.Understanding the Depth and Breadth of "Multicultural" Purpose: The Depth and Breadth of "Multicultural" is designed to engage students in a process of .
A policy of multiculturalism was officially adopted by the Government of Canada under Pierre Trudeau during the s and s. The Canadian federal government has been described as the instigator of multiculturalism as an ideology because of its public emphasis on the social importance of immigration.
The s Royal Commission on Bilingualism and Biculturalism is often referred to as the.
Multicultural definition is - of, relating to, reflecting, or adapted to diverse cultures. How to use multicultural in a sentence. of, relating to, reflecting, or adapted to diverse cultures; relating to or including many different cultures.
Multiculturalism: Multiculturalism, the view that cultures, races, and ethnicities, particularly those of minority groups, deserve special acknowledgement of their differences within a dominant political culture.
That acknowledgement can take the forms of recognition of contributions to the cultural life of the.
A Model for Curricular Infusion The implementation of multicultural education varies greatly. James Banks (, ), a leader in the field of multicultural education, developed a model to explore and define different approaches to the integration of multicultural content into the curriculum.
The American International School in Gaza is guided by its vision & mission to create a proper environment for educational opportunities that serve both the Palestinians and International communities in Palestine.
Multiculturalism, diversity and academic excellence are what make AISG so distinct.