Dimensions of multicultural education

The
Five
Dimensions
Of
Multicultural
Education

- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure

SELF-TRANSFORMATION

Teachers ought to do three things, and that they have to teach students to do these three things.


And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.

1. Dimensions of Multicultural Education

2. The Five Dimensions Of Multicultural Education

3. Content Integration It deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalization, and issues within their subject area or discipline.

4. Knowledge Construction Process It describes how teachers help students to understand , investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it. Students also learn how to build knowledge within their selves in this dimension

5. “ Students should become knowledge producers, not merely the consumers”

6. Prejudice Reduction Prejudice refers to the prejudgment ,making a decision before becoming aware of the relevant facts of a case; unfavorable judgment. “A feeling of favorable or unfavorable toward a person or a thing prior to, or not based on, actual experience.” - Gordon Allport (1954)

7. Kinds of Prejudice Gender Social class Age Disability Religion Sexuality Race/ ethnicity Language Beliefs

8. Prejudice Reduction _ it describes lessons and activities used by teachers to help students to develop positive attitudes towards different racial, ethnic and cultural groups. Gordon Allport (1954) 1. cooperative rather than competition (less competition) 2. experience equal status 3. contact is sanctioned by teachers, principals and parents

9. Equity Pedagogy It exists when teachers modify their teaching ways that will facilitate the academic achievement of students from diverse racial, cultural, and social class groups. Academic achievements can be attained when cooperative teaching activities are done.

10. “ can we all get along?” - Rodney King The teacher and the student as a joint -learner.

11. Empowering School Culture and Social Structure This dimension is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status.

12. The implementation of this dimension requires the total environment of the school to be reformed, including the attitudes , beliefs, and action of teachers and administrators , the curriculum and course of study, assessment and teaching procedures , and styles and strategies be used by the teachers.

13. Remember : Become familiar with your students culture. Have cross-cultural experience. Read multicultural literature. Put yourself in a different culture. Have friends from different racial group.

14. SELF-TRANSFORMATION Teachers must start with the process of self-transformation, a process of reading, a process of engaging with the other, a process of understanding that the other is us and we are the other.

15. Teachers ought to do three things, and that they have to teach students to do these three things. And that is to know, to care and to act. That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.