( Multicultural Education and Social Influence).pptx

Powerpoint presentation

1. Multicultural Education

2. Objective: In this lecture you will be able to: Define and identify many facets and importance of multicultural education

3. M uch or Many CULTURAL MULTI EDUCATION The way of life customs, belief, language of groups of people The process of facilitating learning, or the acquisition of knowledge, skills ,values ,habits and etc.

4. This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections. It means… - an ongoing process of helping students which values different student cultures of students and prepares them to thrive in a diverse world. - seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. James Banks ( 1995,1997)

5. This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections. It means… - Multicultural education is a progressive approach for transforming education that historically critiques and responds to discriminatory policies and practices in education. (Paul Gorski,2010)

6. This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections. It means… Multicultural Education describes a system of instruction that attempts to foster cultural pluralism and acknowledges the differences between races and cultures. It addresses the educational needs of a society that contains more than one set of traditions, that is a mixture of many cultures.

7. This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections. It means… Multicultural education  is an educational philosophy that focuses on celebrating cultural differences while also recognizing the importance of challenging all forms of discrimination based on race, gender, age, religion, ability or sexual orientation.

8. To help all students acquire the knowledge, attitudes, and skills needed to function efficiently in a pluralistic democratic society. To help all students to interact , negotiate , and communicate with people from diverse groups in order to create a civic and moral community that works for the common good. (Banks and Banks ,1995) Goals of Multicultural Education

9. Characteristics of Multicultural Education

10. Multicultural education is  antiracist education. Multicultural education is  basic education. Multicultural education is important for  all  students. Multicultural education is  pervasive . Multicultural education is  education for social justice . Multicultural education is  critical pedagogy

11. Principles of Teaching and Learning in a Multicultural Society

12. Principle 1 : Professional development programs should help teachers understand the complex characteristics of different groups of children in the society and the ways in which race, ethnicity, language and social class interact to influence students behavior. Principle 2 : Schools should ensure that all students have equitable opportunities to learn and to meet high standards.

13. Principle 3 : The curriculum should help students understand that knowledge is socially constructed and reflects the social, political and economic contexts in which they live and work. Principle 4: Schools should provide all students with opportunities to participate in extra- and co-curricular activities that develop knowledge, skills, and attitudes that increase academic achievement and foster positive interracial relationships.

14. Principle 5: Schools should create or make salient superordinate crosscutting group memberships in order to improve intergroup relations. Principle 6: Students should learn about stereotyping and other related biases that have negative effects on racial and ethnic relations.

15. Principle 7 : Students should learn about the values shared by virtually all cultural groups (e.g., justice, equality, freedom, peace, compassion, and charity). Principle 8 : Teachers should help students acquire the social skills needed to interact effectively with students from other racial, ethnic, cultural, and language groups.

16. Principle 9: Schools should provide opportunities for students from different racial, ethnic, cultural, and language groups to interact socially under conditions designed to reduce fear and anxiety.

17. Benefits of Multicultural Education Helps to eradicate prejudice and racism. Brings different races together in harmony. Builds interaction between diverse cultures. Creates tolerance between two groups. It eradicates cultural barriers. Helps students develop positive self-image. Allows multiple perspectives and ways of thinking.

18. Bank’s Dimension of Multicultural Education The five dimensions are: content integration the knowledge construction process prejudice reduction an equity pedagogy an empowering school culture and social structure

19. 1. C ontent Integration The extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations and theories in their subject area or discipline. Using resources and texts from various cultures as teaching tools.

20. 2. Knowledge construction process. Describes teaching activities that help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives and biases of researchers and textbooks writers influence the ways in which knowledge is constructed.

21. Students view and interact with knowledge, helping them to become knowledge producers NOT merely the consumers of knowledge produced by others.

22. 3. Prejudice reduction The prejudice reduction dimension of multicultural education seeks to help students develop positive and democratic racial attitudes. Focus on building strategies that can be used to help students develop more positive racial and ethnic attitudes. It also helps students to understand how ethnic identity is influenced by the context of schooling and the attitudes and beliefs of dominant social groups.

23. 4. An equity pedagogy Exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, socioeconomic, and language groups. This includes using a variety of teaching styles and approaches that are consistent with the range of learning styles. Teachers practice culturally responsive teaching when an equity pedagogy is implemented. They use instructional materials and practices that incorporate important aspects of the family and community culture of their students

24. 5. Empowering School Culture and Social Structure Created when the culture and organization of the school are transformed inwards that enable the students from diverse racial, ethnic, and gender groups to experience quality and equal status. Requires the total environment of the school to be reformed.

25. Approaches to Multicultural Education Contributions approach – ethnic heroes and holidays are included in the curriculum. 2. Additive approach – unit or course is incorporated (e.g. a unit on women in history), but no substantial change is made to the curriculum as a whole. 3. Transformation approach – the entire Eurocentric nature of the curriculum is changed. Students are taught to view events and issues from diverse ethnic and cultural perspectives. 4. Social action approach – promotes decision making and social action in order to achieve multicultural goals and a more vibrant democracy.

26. PRAYER

27. Hello! I’m… RICA MAE R. ESMENOS Discussant

28. Module 2

29. SOCIAL INFLUENCE: An Overview

30. What is Social Influence? Social influence refers to the efforts of others to change our attitudes, beliefs, perceptions, or behaviors.

31. Types of Social Influence Conformity - changing one’s behavior in response to real or imagined pressure from others Compliance - responding favorably to an explicit request by another person Obedience - social influence in which the less powerful person in an unequal power relationship submits to the demands of the more powerful person

32. Conformity- change attitudes and behavior in order to adhere to social norms Types of Norms (norms: rules for behavior) - explicit (written) -implicit (unwritten) -descriptive- what most people do -injunctive- what should be done

33. Automatic Mimicry and the Chameleon Effect C hameleon effect – the non-conscious mimicry of the expressions, mannerisms, movements, and other behaviors of those with whom one is interacting

34. Informational Social Influence - the influence of other people that results from taking their comments or actions as a source of information as to what is correct or proper

35. Normative Social Influence - the influence of other people that comes from the desire to avoid their disapproval, harsh judgments, and other social sanctions.

36. Factors Affecting Conformity Pressures a. Group Size b. Group Unanimity c. Expertise and Status d. Culture e. Gender f. age g. Difficulty of the Task h. Anonymity

37. Resisting Conforming Ways to resist conformity Desire for individuality -more conformity occurs in collectivistic cultures, regardless of group size Desire to exert control over one’s life -as the need for personal control increases, conformity decreases

38. Summary: Most people behave in accordance with social norms most of the time (conformity) Many factors determine to what extent conformity occurs Cohesiveness Group size Norms Resistance to conformity comes from: Strong need for individuality (individualization) Strong need for control

39. Compliance- getting people to say yes to a request Principles underlying compliance friendship/liking- “she seems genuine and nice” commitment/consistency- “I’m committed to the cause” scarcity- “only one left” reciprocity- “she helped me so I should return favor” consensus - “everyone else is doing it” authority- “he seems legitimate”

40. Compliance Techniques

41. Tactics based on liking ingratiation - enhance self or flatter target personal appeals - appeal to feelings of loyalty, friendship Tactics based on commitment/consistency foot-in-the-door - small request followed by larger one lowballing - changing the deal midstream

42. Tactics based on reciprocity door-in-the-face - large request followed by smaller one “that’s not all” - sweeten the deal midstream Tactics based on scarcity playing hard to get- suggesting item is scarce (valuable) deadline technique- limited time to buy

43. Tactics based on mood Negative mood negative state relief hypothesis - The idea that people engage in certain actions, such as agreeing to a request, in order to relieve negative feelings and to feel better about themselves good mood- prime happy thoughts (AIM model) Inspirational appeals

44. Summary: There are many different tactics people use to gain compliance. These compliance tactics are based on well-known psychological principles. These techniques should be used ethically and responsibly.

45. Obedience - change behavior in response to direct orders from authority (most direct form)

46. Sources of Authority (Power) Source Definition Coercive Ability to punish or remove positive consequences Reward Ability to provide positive or remove negative consequences Expert Person has expertise (knowledge) not widely available Legitimate Believe person has influence because of role. Referent People identify with or want to be like authority figure

47. Ways to resist obedience take responsibility for any harm produced realize total submission is inappropriate question authority’s motives increase awareness of the power of the situation

48. Summary: Obedience is most direct form of social influence Persons readily obey commands, even those from a relatively powerless source of authority Several strategies can be used to reduce obedience

49. References: Franzoi , S. 2016. Social Psychology,7 th Edition, California, US: BVT Publishing. retrieved from https://slideplayer.com/slide/166571 Multicultural Education.( 2017, April 1). https://www.slideshare.net/slideshow/multicultural-education-ppt/75264908#9

50. Thank You!!!