Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What is Multicultural...

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


Views on Multicultural Education

Historical Affirmative Action Assimilationist Human Relations Social JusticeTransformative


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)


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


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.


Genres of Multicultural Education

Multicultural Education




Curriculum Reform

Curriculum Theory

Detecting Biasin Texts, Media,

and Educational Materials

HistoricalInquiry




Curriculum Reform

Curriculum Theory



HistoricalInquiry

TeachingToward Social

Justice

Social Action

Demographics

Culture andRace inPopularCulture




Curriculum Reform

Curriculum Theory



HistoricalInquiry


Justice

Social Action

Demographics


EquityPedagogy

School andClassroomClimates

Cultural Styles in Teachingand Learning

StudentAchievement




Curriculum Reform

Curriculum Theory



HistoricalInquiry


Justice

Social Action

Demographics


EquityPedagogy

School andClassroomClimates

Cultural Styles in Teachingand Learning

StudentAchievement

MulticulturalCompetence

Ethnic Identity

Prejudice Reduction

Ethnic GroupCulture


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).


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.


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


Instructional Design Issues

Student CenteredCollaborationCultural FitAwareness of Different Learning StylesFluid and Reflective Practice


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


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.


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.


Kitano’s Levels of Change

Nature of the Course

Exclusive Inclusive Transformed


Kitano’s 4 Elements for Multicultural Course Transformation

InstructionalStrategies Assessment

ContentClassroom Dynamics


CONTENT

To identify the levels of multicultural course transformation within the course content, review Kitano’s paradigm.


Exclusive

Authors and readings confirms stereotypes


Exclusive Inclusive


Include alternative voices and analysis of historical exclusion of alternative perspectives




Include alternative voices and analysis of historical exclusion of alternative perspectives

Paradigm shift in presenting content from a nondominant perspective


Content Example

Exclusive

Only author discussed with a disability is written from a bitter perspective


Content Example

Exclusive Inclusive


Using With the Power of Each Breath: A Disabled Women’s Anthology and a discussion of what “woman” means


Content Example



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”


Instructional Strategies and Activities

Kitano’s levels of multicultural course transformation within the instruction.


Exclusive

Mainly lecture, question-answer discussion, instructor is the expert


Exclusive Inclusive


Instructor is still the expert but students are:•Building critical thinking skills•Engaged in peer learning




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


Instructional Example

Exclusive

Instructor asks students to write down five questions/concerns related to the economics assignment; instructor answers them



Exclusive Inclusive


Instructor still answers most of the answers, butstudents:•Participate in economic case studies•Share their answers with peers





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


Assessment of Student Knowledge

Kitano’s levels of multicultural course transformation within the assessment.


Exclusive

Primarily exams and papers


Exclusive Inclusive


Some alternatives to student exams, student choice




Some alternatives to student exams, student choice

Action-oriented projects, self-assessment, and reflection on course


Assessment Example

ExclusiveWomen’s studies professor gives essay exams only


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


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


Classroom Dynamics

Kitano’s levels of multicultural course transformation within the classroom dynamics.


Exclusive

Content-focused

Avoidance of social issues

No monitoring of student participation


Exclusive Inclusive

Content-focused



Social issues included but not discussed from a critical perspective.

Monitoring and ensuring student participation.



Content-focused



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


Classroom Dynamics Example

ExclusiveFaculty view silence as an indicator of comprehension and compliance



Exclusive InclusiveFaculty view silence as an indicator of comprehension and compliance

Faculty establishes ground rules for discussionsStudents debate gender issues in small groups



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


Reflect on the Nature of Your Teaching

ContentTeaching

Strategies and Activities

AssessmentClassroom

Dynamics

Monica A. Medina - IUPUI Multicultural Teaching and Learning Institute 2006 What is Multicultural...

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