Post on 26-Dec-2015
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What is Multicultural Education in Higher Education?
A Scholarly Response to Cultural Pluralism in the Academy
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Views on Multicultural Education
Historical Affirmative Action Assimilationist Human Relations Social JusticeTransformative
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What is Multicultural Education?
An approach to teaching and learning that is based upon democratic values and benefits
Affirms cultural pluralism within culturally diverse societies in an interdependent world.
It argues that the primary goal of public education is to foster intellectual, social, and personal development of all student to their highest potential. (Bennett, 2003)
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
A Conceptual Framework for Multicultural Teaching
Bennett’s 12 Genres
Bennett (2001) Genres of Research on Multicultural Education. Review of Education Research 71, (2) pp. 171-217
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres Conceptual Framework
Illustrates the complex multidisciplinary roots of multicultural education.
The primary objective is to provide educational researchers and teacher educators with a lens as they design new (or rethink existing) inquiry and teacher preparation programs in the meta-disciplinary field of multicultural education.
The framework also invites a rethinking of the genres as it relates to underscore hopeful possibilities for practice.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres of Multicultural Education
Multicultural Education
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres of Multicultural Education
Multicultural Education
Curriculum Reform
Curriculum Theory
Detecting Biasin Texts, Media,
and Educational Materials
HistoricalInquiry
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres of Multicultural Education
Multicultural Education
Curriculum Reform
Curriculum Theory
Detecting Biasin Texts, Media,
and Educational Materials
HistoricalInquiry
TeachingToward Social
Justice
Social Action
Demographics
Culture andRace inPopularCulture
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres of Multicultural Education
Multicultural Education
Curriculum Reform
Curriculum Theory
Detecting Biasin Texts, Media,
and Educational Materials
HistoricalInquiry
TeachingToward Social
Justice
Social Action
Demographics
Culture andRace inPopularCulture
EquityPedagogy
School andClassroomClimates
Cultural Styles in Teachingand Learning
StudentAchievement
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Genres of Multicultural Education
Multicultural Education
Curriculum Reform
Curriculum Theory
Detecting Biasin Texts, Media,
and Educational Materials
HistoricalInquiry
TeachingToward Social
Justice
Social Action
Demographics
Culture andRace inPopularCulture
EquityPedagogy
School andClassroomClimates
Cultural Styles in Teachingand Learning
StudentAchievement
MulticulturalCompetence
Ethnic Identity
Prejudice Reduction
Ethnic GroupCulture
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What is Inclusive Pedagogy?
Advocates teaching practices that embrace the whole student in the learning process (Adams, 1992, Banks, 1991, Darder, 1996, Giroux & McLaren, 1996, hooks, 1994).
Students enter the classroom as personal, political, and intellectual beings (Reyes, Smith, Yazzi, Hussein, &Tuitt, 2001).
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Consequences of Inclusive Pedagogy
Zimmerman (1991) found inclusive pedagogy increases opportunities for student interaction during the learning process and a sense of community in the classroom.
Baker (1998) advocated for 3 components: 1) the synthesis of faculty-student relationships; 2) issues of instructional design and 3) understanding perceptual barriers.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Characteristics of Inclusive Pedagogy
Faculty-Student Social Interaction (Baker,1998)
Sharing Power (hooks, 1994)
Dialogical Professor- Student InteractionActivation of Student Voice (Burbules and Rice,
1993, Young, 1996)
Utilization of Personal Narratives
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Instructional Design Issues
Student CenteredCollaborationCultural FitAwareness of Different Learning StylesFluid and Reflective Practice
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What Will a Course Look Like After Multicultural Change?
Kitano’s Model for Course and Syllabus Change
Morey, A.I & Kitano, M.K. (1997). Multicultural Course Transformation in Higher Education : A Broader Truth. Boston: Allyn & Bacon
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What do we hope to achieve for a particular course?
Support diverse students’ acquisition of traditional subject matter knowledge and skills.
Help students acquire a more accurate or comprehensive knowledge of subject matter.
Encourage student to accept themselves and others.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
What do we hope to achieve for a particular course?
Understand the history, traditions, and perspectives of specific groups.
Help students value diversity and equity.Equip all students to work actively
towards a more democratic society.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Kitano’s Levels of Change
Nature of the Course
Exclusive Inclusive Transformed
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Kitano’s 4 Elements for Multicultural Course Transformation
InstructionalStrategies Assessment
ContentClassroom Dynamics
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
CONTENT
To identify the levels of multicultural course transformation within the course content, review Kitano’s paradigm.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive
Authors and readings confirms stereotypes
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive
Authors and readings confirms stereotypes
Include alternative voices and analysis of historical exclusion of alternative perspectives
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive Transformed
Authors and readings confirms stereotypes
Include alternative voices and analysis of historical exclusion of alternative perspectives
Paradigm shift in presenting content from a nondominant perspective
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Content Example
Exclusive
Only author discussed with a disability is written from a bitter perspective
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Content Example
Exclusive Inclusive
Only author discussed with a disability is written from a bitter perspective
Using With the Power of Each Breath: A Disabled Women’s Anthology and a discussion of what “woman” means
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Content Example
Exclusive Inclusive Transformed
Only author discussed with a disability is written from a bitter perspective
Using With the Power of Each Breath: A Disabled Women’s Anthology and a discussion of what “woman” means
Dialogue on disability with attention to language such as “handicap” and “identity vs. social ramifications”
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Instructional Strategies and Activities
Kitano’s levels of multicultural course transformation within the instruction.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive
Mainly lecture, question-answer discussion, instructor is the expert
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive
Mainly lecture, question-answer discussion, instructor is the expert
Instructor is still the expert but students are:•Building critical thinking skills•Engaged in peer learning
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive Transformed
Mainly lecture, question-answer discussion, instructor is the expert
Instructor is still the expert but students are:•Building critical thinking skills•Engaged in peer learning
Students and instructor learn from each other•Analysis of concepts against personal experiences•Issues-oriented approaches
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Instructional Example
Exclusive
Instructor asks students to write down five questions/concerns related to the economics assignment; instructor answers them
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Instructional Example
Exclusive Inclusive
Instructor asks students to write down five questions/concerns related to the economics assignment; instructor answers them
Instructor still answers most of the answers, butstudents:•Participate in economic case studies•Share their answers with peers
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Instructional Example
Exclusive Inclusive Transformed
Instructor asks students to write down five questions/concerns related to the economics assignment; instructor answers them
Instructor still answers most of the answers, butstudents:•Participate in economic case studies•Share their answers with peers
Faculty and students research specific issues that are critical to results:•Gender•Ethnicity•Economic status
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Assessment of Student Knowledge
Kitano’s levels of multicultural course transformation within the assessment.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive
Primarily exams and papers
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive
Primarily exams and papers
Some alternatives to student exams, student choice
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive Transformed
Primarily exams and papers
Some alternatives to student exams, student choice
Action-oriented projects, self-assessment, and reflection on course
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Assessment Example
ExclusiveWomen’s studies professor gives essay exams only
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Assessment Example
Exclusive InclusiveWomen’s studies professor gives essay exams only
Posing open-ended multi-dimensional questions to students about the content of course and the pre-conceived notions about content
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Assessment Example
Exclusive Inclusive TransformedWomen’s studies professor gives essay exams only
Posing open-ended multi-dimensional questions to students about the content of course and the pre-conceived notions about content
Evaluate syllabus throughout semesterReflective writing on impact of readings Faculty shares his or her fears about being an outsider in the course
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Classroom Dynamics
Kitano’s levels of multicultural course transformation within the classroom dynamics.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive
Content-focused
Avoidance of social issues
No monitoring of student participation
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive
Content-focused
Avoidance of social issues
No monitoring of student participation
Social issues included but not discussed from a critical perspective.
Monitoring and ensuring student participation.
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Exclusive Inclusive Transformed
Content-focused
Avoidance of social issues
No monitoring of student participation
Social issues included but not discussed from a critical perspective.
Monitoring and ensuring student participation.
Challenging biased views
Respecting rules established by group process
Equitable participation
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Classroom Dynamics Example
ExclusiveFaculty view silence as an indicator of comprehension and compliance
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Classroom Dynamics Example
Exclusive InclusiveFaculty view silence as an indicator of comprehension and compliance
Faculty establishes ground rules for discussionsStudents debate gender issues in small groups
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Classroom Dynamics Example
Exclusive Inclusive TransformedFaculty view silence as an indicator of comprehension and compliance
Faculty establishes ground rules for discussionsStudents debate gender issues in small groups
Faculty ensure equity and peace by:•engaging in one-on one conversations•calling for order when voices are raised•monitoring who spoke next rather than overall dialogue•using specific readings that deal with issues
Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006
Reflect on the Nature of Your Teaching
ContentTeaching
Strategies and Activities
AssessmentClassroom
Dynamics