Please post your question, quote, and fact here. Also, please respond to at least two of your peers' posts and answer my questions.
Questions:
1.) Define the curriculum process in multicultural education.
2.) Discuss James Banks' four levels.
3.) What is the antibias approach?
4.) Which approach would you select as a multicultural educator? Why would you use this one?
Question: Do you think an early childhood “head start” program should be mandatory? I would love to take my kids to a daycare or some form of head start. I just feel it would benefit all kids so much! But I believe the issue is money. Depending on our government and such over the next few years, I don’t think it will chance much. What are you all’s thoughts??
ReplyDeleteFact: Ethnic Content- topics using contribution (GREAT EXAMPLES):
Heroes- Eugenio M. de Hostos, Benito Juarez, Martin Luther King, Jr., Pocahontas
Artifacts- food (eating tamales), dances (dancing a Venezuelan joropo), crafts (making an ojo de Dios), or musical instruments (playing the ukulele).
Holidays- October- Hispanic Heritage Month, January- Chinese New Year, February- Black History Month, May- Cinco de Mayo
Quote: “effective and meaningful experiences take place when teachers recognize the role of the students’ realities and culture in shaping their identities,” (197).
1.) The curriculum process in multicultural education affects all aspects of schooling. It’s important to organize the social contextual realities and experiences pertinent to the classroom audience. Similar to Banks’s Level 3 & 4. The ways in which students are led to analyze social issues involving bias, prejudice, and racism are key and for them to have an understanding (or at least recognition) on feelings of others from different cultures.
2.) Level 1: The contributions approach- curriculum remains the same but the main purpose is to recognize contributions of other cultural groups.
Level 2: The additive approach- curriculum remains the same but includes selected cultural themes. These themes are “added” into the existing curriculum.
Level 3: The transformation approach- curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues fromt eh perspectives of other cultural groups.
Level 4: The social action approach- curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity.
3.) The antibias approach is using early childhood center curriculums to change existing social inequalities. It is an approach that does its best to get rid of stereotypes that lead to individuals to form prejudices or biases. It is a great idea! My only worry is that I doubt it will ever become a universal approach.
4.) I will probably follow the advice of the text for young teachers and go with the Human Relations approach. One of the main goals I have stated from day 1, since I decided to be a teacher, is that I will do all that I can do to make my classroom a “free space.” I want it to be free for open communication, without fear of rejection of ideas or difference.
Question: What is a subtle way to make an unfair cultural situation an example?
ReplyDeleteQuote: “Model of multicultural education are of two types: those developed through an analysis of existing experiences derived from classroom practices and those that are based on specific approaches or theories.” (pg. 201)
Fact: The Starting Small model from the Southern Poverty Law Center and Gussin-Paley is an example that emerged from successful practices exhibited by teachers in selected classrooms across the United States. (pg. 201)
Questions:
1. An appropriate early childhood multicultural curriculum recognizes the following:
a. Experiences during the early years contribute to shaping and influencing one’s attitudes and ways to interpret reality.
b. Opportunities for children to learn about themselves and about their own ways and heritages are essential for supporting positive social and emotional development.
c. Classroom interactions with peers and adults with diverse characteristics prepare children to perceive differences as part of social reality and contribute to building an appreciation of others and their cultures.
d. Responsive curricular experiences engage the child in meaningful experiences for children promotes knowledge about their own culture and those of their peers and environment.
2. There are four levels in Bank’s Levels of Integration. Level one is the contributions approach. Curriculum remains the same but enhances. Includes activities about holidays and highlights of heroic deeds. Purposes are to recognize contributions of other cultural groups. Level 2 is the additive approach. Curriculum remains the same but includes selected cultural themes. Themes are “added” to the existing curriculum. Level three is the transformation approach. Curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from the perspectives of different cultural groups. The fourth level is the social action approach. Curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity. (pg. 203)
3. The antibias approach to early childhood curriculum centers on changing existing social inequalities. This approach proposes to eliminate the sources of stereotypes that lead individual to form prejudices and cultural bias. (pg. 226)
4. I would take the antibias approach. The reason I would take that approach is because I totally agree with eliminating the color-blind or color-denial position. I think that children should recognize the significant differences between themselves and embrace them. As teachers, we have to deal with unfair situations and use those opportunities to take action to correct a given circumstance.
This comment has been removed by the author.
ReplyDeleteQuestion: As new teachers, how much latitude will we have in our buildings to choose or develop a multicultural curriculum?
ReplyDeleteQuote: “…effective and meaningful experiences take place when teachers recognize the role of the students’ realities and cultures in shaping their identities.” Paulo Freire
Fact: “Head Start was established to improve the experiences and opportunities of young children with social and economic challenges.” (p.229)
1.) Define the curriculum process in multicultural education.
The first step in choosing a multicultural curriculum is evaluating the needs of one’s students. The best indicator of this would be to look at the demographics of the community, school, and classroom. Once the profile of learners is established then the best approach or set of guidelines can be outlined. This will answer the question of which techniques will be best to deliver the material to this particular classroom. Then a particular model or framework can be chosen to follow throughout the course of the semester or school year.
2.) Discuss James Banks' four levels.
Banks is a proponent of equal education for all regardless of background. Based on that belief, Banks proposes four levels or approaches of multicultural integration into the curriculum. The first level is The Contributions Approach. In this approach the regular classroom curriculum is simply enhanced by the addition of highlights of holidays and major figures from other cultures. The Additive Approach includes components from Contributions and adds themes from selected cultures. The third level is the Transformation Approach and has a curriculum that is specifically written around target cultural groups. This gives students a more in depth look at those target groups. The fourth and most in depth level is the Social Action Approach. As the name implies, the students are encouraged to take action on social issues related the topics in the multicultural curriculum.
3.) What is the antibias approach?
This approach, promoted by Paulo Freire, is defined by Freire as the “practice of freedom”. In this curriculum teachers seek to eliminate stereotypes and prejudices before they form in early childhood centers. In essence, this theory says that positive attitudes can be formed in young children before negative stereotypes have an opportunity to take hold.
4.) Which approach would you select as a multicultural educator? Why would you use this one?
I believe I would use The Sleeter and Grant Typology Approach IV which promotes Multicultural Education as a “tossed salad” or the idea of pluralism in the United States. I think this approach would be the most effective tool to use among my ESL students in a pull-out class model. I know for a fact that each of my students will be from a diverse background. Incorporating this type of approach into the existing ESL curriculum would make the most sense. These types of lessons can help my students to integrate into the mainstream classroom as well.
Kelli- You asked the question about Head Start being mandatory. I think it would be great if that service could be made available to all pre-k kidddos. They would all arrive in kindergarten with a knowledge of letters, numbers, and general school rules. However, I don't think it would be practical to offer. You are right, I think it would be a money issue. Also, many parents would have transportation or scheduling issues.
ReplyDeleteTrista- You asked the question about making an unfair cultural situation an example. I think sometimes it would be insensitive to make an example out of a real situation. Although, perhaps using a piece of childrens literature to illustrate a point that needs to be made in the classroom might work.
ReplyDeleteQuote:
ReplyDeleteMulticultural education is a vision of what education can be, should be, and must be for all students. Hilda Hernandez (2001)
Question:
What are the cultural challenges present in our community?
Fact:
Multicultural education is an idea and a process based on the premise that all students, despite their backgrounds, should have equal educational opportunities.
1.) Define the curriculum process in multicultural education.
Awareness and building knowledge about the many cultures in our society promotes the understanding necessary for optimizing personal interactions.
2.) Discuss James Banks' four levels.
Level 1 - Contributions Approach - Curriculum remains the same but enhances. Includes activities about holidays and highlights of heroic deeds. Purpose is to recognize contributions of other cultural groups
Level 2 - Additive approach - Curriculum remains the same but includes selected cultural themes. Themes are “added” to the existing curriculum.
Level 3 - Transformation Approach - Curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from the perspectives of different cultural groups.
Level 4 - Social Action Approach - Curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity.
3.) What is the antibias approach?
An instructional approach to early childhood curriculum that centers on principles of equality and equity and strives to change existing social inequalities.
4.) Which approach would you select as a multicultural educator? Why would you use this one?
I would choose the Additive Approach. This will allow me as an instructor to incorporate what is acclimated to the needs of individuals within my class. Having a base to start from is usually all inclusive to everyone. Being able to add the necessary information would only improve my ability to teach all the children.
Kelli
ReplyDeleteAs a Head Start teacher I can say that although there are income guidelines and that we service mainly those who qualify under the income guidelines, we do also service children who are over income. It is unfortunate that more centers can not be opened and additional staff hired. I have a class roster of 15 children and a wait list of approximately 15 more. We have I believe 14 centers both in the St. Joseph area and 3 surrounding counties those being Andrew, Clinton, and Dekalb. All of the centers have a wait list. There is a need for more free early childhood educational classes. With the question on everyones mind would preschool being a part of the public school system cause the Head Start program to become unnecessary I would have to say I don't think so. It would however open up an opportunity to many other children to recieve an early education.
Lori as a response to Kelli
ReplyDeleteAs a Head Start teacher and substitute bus driver, some transportation is provided to the students we service. What plays a role in the transportation issue is children are allowed to enter the center of their choice. If the chosen center is not within the bus route then another form of transportation is needed to get the child to school. This generally means that parents or other individuals have the burden of getting the child to and from school. I know that before the boundries for public school became so stringent, children were allowed to attend the school of choice but also had to find a mode of transportation other than the bus.
Question: Should multicultural education be the focus or cornerstone of everything we do as teachers? Or should multiculturalism education be less obvious; incorporated or embedded in what we do versus being the main point?
ReplyDeleteQuote: “As you prepare yourself to become a multicultural educator of the young, it is important that you take time to reflect on the kind of classroom environment you want to create.” (pg 233)
Fact: Proposed models for the implementation of multicultural education all have in common the fact that they have evolved out of the efforts begun in the 1960s.
1) Define the curriculum process in multicultural education.
ReplyDeleteThe curriculum process in multicultural education is much the same as any other, except that we have to consciously include and think about how we are going to incorporate multiculturalism into the classroom. The first step would be to “explore and think” about the need and rationale for multicultural education. That includes developing a purpose and making a personal commitment to it. The second step would be to “make choices” on how we are going to do it. We need to think about ways to design the program. That includes exploring available models, approaches, practices, and materials. The third step would be “activating ideas”. This is when we follow through with what we have committed to do into actual practice in the classroom. Additionally, it involves constant evaluation and revising the program.
2) Discuss James Banks' four levels.
I think James Bank’s four levels of multicultural integration in the classroom are akin to Bloom’s Taxonomy. In other words, it is a scale in which to measure how much integration of multiculturalism is introduced into the classroom. Like Bloom’s Taxonomy, how we teach has a great impact on the quality of learning. The lower levels, contributions and additive approaches, are good for introduction and awareness. The two higher levels, the transformation and social action approach, fundamentally transform the curriculum. They use multiculturalism as foundation of the curriculum.
3) What is the anti-bias approach?
“The anti-bias approach to early childhood education curriculum centers on changing existing social inequalities. This approach proposes to eliminate the sources of stereotypes that lead individuals to form prejudices and cultural biases.” (pg 226) It attempts to create “positive attitudes towards social diversity.”
4) Which approach would you select as a multicultural educator? Why would you use this one?
I think I would take what I like from each and make it my own. I don’t think there is a one-size-fits-all approach. I would have to consider the community in which I live, the makeup of my students, and a plethora of other factors before coming up with an action plan. However, I do like the human relations approach a lot. To actually “promote positive feelings in children that lead them to a sense of unity, tolerance, and acceptance of social diversity within the existing framework of the U.S. society” is what I feel is important. With some of the other approaches, I think students are looking at it from the outside in – other cultures are to be studied. This might lead to some sort of understanding or compassion, but it still sets the students apart from what they are looking at.
Kelli asked... Do you think an early childhood “head start” program should be mandatory?
ReplyDeleteMy first response is that nothing should be "mandatory". Should it be an option??? Certainly! Should it be funded for those who can't afford it??? Yes! The problem with "mandatory" is the assumption that one size fits all. The whole concept multiculturalism runs counter to the idea of making things "mandatory" in my opinion. There are too many variables.
Lori (in response to Trista's question) said... I think sometimes it would be insensitive to make an example out of a real situation.
ReplyDeleteI agree. I would only add that it should be addressed in private also. In addition to that, your reading suggestion works well. I might also decide to re-visit the classroom rules and do some kind of activity with it (i.e. present a list of fictitious situations and ask the students to list what rules were violated - or come up with new and better rules).
Chandra asked:
ReplyDeleteQuestion: How would you know which approach to use within your classroom?
Great question. I don't think there is a right or wrong approach; however, I think that it has a lot to do with your own personal preferences. For me, I went off of my own personal view, so every teacher could have a different approach.
Chandra,
ReplyDeleteWhere did your post go? I'm not crazy it was there :)
Lori,
ReplyDeleteThank you for the answer on approaching unfair cultural situations. I think your suggestion would work quite well. I totally agree with what you said when you mentioned appearing insensitive if you approach it directly!
Thanks again!
Chandra posted:
ReplyDeleteQuestion: How would you know which approach to use within your classroom?
Quote: “appropriate multicultural programming that builds upon each child’s culture and helps the child accept the many differences among individuals and eventually deal effectively with other culturesâ€
Fact: Today, school districts and community-based programs acknowledge the requirement to address the needs of young children and families with culturally diverse characteristics.
Chandra posted:
ReplyDelete1). An appropriate early childhood multicultural curriculum recognizes the following:
• Experiences during the early years contribute to shaping and influencing one’s attitudes and ways to interpret reality.
• Opportunities for children to learn about themselves and about their own ways and heritages are essential for supporting positive social and emotional development.
• Classroom interactions with peers and adults with diverse characteristics prepare children to perceive differences as part of social reality and contribute to building an appreciation of others and their cultures.
• Responsive curricular experiences engage the child in meaningful experiences for children promotes knowledge about their own culture and those of their peers and environment.
2). Banks proposes four levels of multicultural curricular integration. These Levels are of ascending value, relating to both degree of complexity and degree of commitment to multicultural educations.
Level 4: The social Action Approach: Curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity. This is the highest level and “includes all the elements of Level 3 but adds components that require students to make decisions and take actions related to the concept, issue, or problem they have studied in the unit.†It is characterized by intense activity rather than the passive examination of issues and events from both the past and present.
Level 3: The Transformation Approach: Curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from the perspectives of different cultural groups. Level 3 represents a phase of substantial changes. Teachers reconstruct the curriculum on the assumption that the content should address targeted situations involving social justice areas that children may be able to relate and explore. This level is designed to enable students to examine the issues from a variety of perspectives.
Level 2: The Additive Approach: Curriculum remains the same but includes selected cultural themes. Themes are “added†to the existing curriculum. This level is based on addition “of content, concepts, themes, and perspectives to the curriculum without changing its basic structures, purposes, and characteristics.â€
Level 1: The Contributions Approach: Curriculum remains the same but enhances. Includes activities about holidays and highlights of heroic deeds. Purpose is to recognize contributions of other cultural groups. At this level topics about ethnic groups are added to the regular curriculum. He warns that these insertions add to the existing curriculum but do not alter the already existing curricular goals and objectives.
3). The antibias approach to early childhood curriculum centers on changing existing social inequalities. This approach proposes to eliminate the sources of stereotypes that lead individual to form prejudices and cultural bias. There are four central goals: 1. Children’s cultural realities, experiences, behaviors, and interests. 2. The families’ interests, beliefs, and concerns for children. 3. Societal events, messages, and realities that surround children. 4. Teachers’ knowledge, beliefs, and values.
4). I would actual try and use both the Bank’s and anitbias approach in my curriculum. I think if you use both then we will hit every level that they need and it would make your students knowledge of multicultural higher. I know I was supposed to choose one but I think using both would have the greatest impact.
Thank you Dr. Hendrix for posting those for me, I did restart my computer and seems to be working so far.
ReplyDeleteKelli Hovey said...
ReplyDeleteQuestion: Do you think an early childhood “head start” program should be mandatory?
I think that headstart should be mandatory, I think it would prepare students better. I went to head start and loved it and learned alot. I actually went to head start for two years before I went to school because of my birthday and the school district we were in. I started head start early and did two years. I want to look into a head start program to put my son in before he will start school. I know money would be an issue, but they could offer it at a lower price than a daycare and the parents could pay.
Trista Gambill said...
ReplyDeleteQuestion: What is a subtle way to make an unfair cultural situation an example?
This is a very great question! You never want to make a person feel uncomfortable, but you could do it in a more casual way, such as making is a hypothetical situation to get the point across. You can also educate them using different materials, and have them be able to experience the situation for themselves.
I agree that Trista's Question is GREAT! I think that we as future teachers come across situations our professors call "teachable moments." I truly believe that those are the exact words we need to use in situations that come about. We can thank the person who made the "mistake" and say that you helped us all to learn today...it's fantastic, teaches lessons, and leaves everyone in the positive!
ReplyDeleteThis comment has been removed by the author.
ReplyDeletecllibby,
ReplyDeleteyou asked about cultural challanges in our community..well I truly think that the most apparent one in the schools I've observed/volunteered in are about the SES or parents lifestyles (I think is the best way to put it). As far as schools go, moving studetns around from school to school is so NOT beneficial to the students. Income, living siutations, relationships, anything that affects not being enough to live in one area, or need to move to another school can be detrimental to the children. This is why I believe St. Joseph plays it smart by their weekly cirriculum about what the kids 'should be' doing that week all over, no matter what school. I just think it's sad to see schools like Edison who have a close to 50% turn over- at an elementary school (wow!).
Thomas,
ReplyDeleteGood comparison with Bloom's taxonomy here! Yes, in a way, they are similar.
Keep up the good work!
Class,
ReplyDeleteNice work here! Keep up the good work! I think you are starting to discover some of the answers from your textbook to your previous questions.
Trista,
ReplyDeleteGood question! A lot of times you can take these unjust situations back to respect and the lack of it in subtle ways. You can also teach about the issue to the entire class. For your "justics" project, you will work on three, whole-class lessons to teach about the "ism" and the issue. I think that will help you with your question here. You do not have to embarass the students involved in the situation or make a direct comment about them, but you can still teach about the issue and deal with the "ism." Does this make sense?
Keep up the good work!
Dr. Hendrix,
ReplyDeleteYes, that makes complete sense! Thank you for the response. I had a really hard time understanding how to make a "teachable moment" not embarassing for a particular student, but it is a relief that we will be dealing with just this topic in a project. I hope to learn a lot!
Thank you again!
Quote: "Teachers are models for children; therefore, they should show respect and concern for all people." (Kendall, 1996) p 231
ReplyDeleteFact: Head start was established to improve the experiences and opportunities of young children with social and economic challengeds. p 229
Question: How do you plan on teaching in a multicultural way?
1)
*Experiences during the early years contribute to shaping and influencing one's attitudes and ways to interpret reality.
*Opportunities for children to learn about themselves and about their own ways and heritages are essential for supporting positive social and emotional development.
*Classroom interactions with peers and adults have diverse characteristics prepare children to perceive differences as part of a social reality and contribute to buliding an appreciation of others and their cultures.
*Responsive curricular experiences engage that child in meaningful learning about cultures and diversity issues.
2)Level 1 in Bank's typology is called the Contribution Approach. In this level curriculum remains the same but enhances. It can be seen as a beginning effor to integrate multicultural concepts into the curriculum. Such as activities about holidays and highlights of heroic deeds. The purpose is to recognize contributions of other cultural groups.
Level 2 is called the Additive Approach. It's based on the addition of content, concepts, themes, and perspectives to the curriculum without changing its basic structures, purposes, and characteristics. In this level teachers select an ethnic topic and plan activities around it. Success depends on how well the teacher organizes the presentation of the concept in accordance with the developmental characteristics of the children.
Level 3 is The Transformational Approach. Teachers reconstruct the curriculum so that the content should address targeted cultural groups. Children examine a variety of issues from the perspectives of different cultural groups.
Level 4 is the Social Action Approach which is the highest level in Bank's typology. Teachers using this level have two major goals: To prepare children for social criticisim and to prepare children to become decision makers. The curriculum is purposefully developed to allow children to ponder and take action of social issues related to diversity.
3) The antibias appraoch to early childhood curriculum focuses on challenging existing social inequalities. It was developed to address diversity issues in the early childhood classroom. Based on the belief that young children can be guided to develop postive attitudes towards social diversity.
4) The Human Relations Approach is the approach I would select. I believe in al lthe themse that are involved, and I hope to make my classroom resemble this approach as much as possible.
Question: How can a student articulate their needs if their culture permits them from asking questions comfortably in a public setting or one on one?
ReplyDeleteQuote: We believe that the multicultural curriculum is what emerges after a careful analysis of the needs and interests of the child and also of the societal needs particular to the community.
Fact: "Recongnize that infusion of multiculturalism in education is essential for all children" (pg221)... I think this is definitely a fact and not just a statement.
Questions:
1.) Define the curriculum process in multicultural education. It takes a little creativity but I think it requires more towards explaining and facilitating what needs to be done for an objective to be met. One needs to bring in other cultures to help others assimilate towards having other cultures in their classroom and help people of different cultures feel comfortable and respected in the classroom environment. When students are taught with specific goals in mind and the teacher accommodates those goals, then you are setting one up for success rather than failure.
2.) Level one the teacher may want to introduce different cultures by showing then different role models or well known people of that descent. At this point you are filling in individuals on what the culture is. The second is actually practicing some ways which to incorporate the ethnicity into the lesson. The example the book gives is food. The third is transforming the curriculum into a deeper view of what the culture is. One may want to bring up different perspectives to be analyzed and different events to be discussed. Finally the social approach is to prepare for social criticism. One may want to talk about the war in Afghanistan and talk about how we as a country view people from the Middle East and if that is fair or unfair to make such generalizations.
3.) I do believe that when one walks into a classroom that serotypes should not be fostered. One should help shape a healthy view about differences and they are not something to be scared of or one should be not differently. We all have feelings and those can be hurt so everyone should treat others as they would want to be treated. A anti-biased approach to having students sharing and celebrating beliefs is a positive thing.
4.) In the real world I think some biases are necessary. When I walk into a classroom and there is a middle eastern child who does not ask any questions because they have been taught to be seen and not heard, then I need to know that and make sure I reach out to that student to make sure they are following the lesson and I check for understanding.
In addition I think the human approach would best discribe the type of classroom I would want to have based on my answer in # 4
ReplyDeleteKelli - my first thought is that headstart should not be mandatory and they need to spend time with their parent but then I think about how they would have such a good solid background on how to act in a school setting. I think it would be better for an incoming kindergartener to have had some sort of instruction that it would put them at such a great advantage.
Amberly - I will have a multicultural classroom. I will make sure that I encorporate and talk about as many holidays other's and myself will celebrate. I will also make sure everyone will be encorporated in the classroom and if I need to research some of my students culture I will. It will be a great learning experience for me as a teacher to be as diverse as possible in my lessons.
ReplyDeleteClass,
ReplyDeleteGood job here! Keep up the good work!
Ashley Payton posted:
ReplyDeleteQuote: “All major researchers agree that the success of every early childhood program depends on the degree to which the curriculum addresses the characteristics and needs of children with diverse backgrounds.†Pg. 234
Fact: Models of multicultural education are of 2 types: those developed through an analysis of existing experiences, and those that are based on specific approaches or theories. Pg. 201
1.) Define the curriculum process in multicultural education. – Well the process of curriculum building in multicultural education can be a tricky one. Simply because there really is no set guideline on how the curriculum should be written, and each curriculum should meet the individual standards of that particular school district; therefore making each curriculum unique and different. However, the book discusses several ways to approach the process of building a curriculum for multicultural education. The first way is to set up the approach; which is a set of guidelines that defines an overall method to be used when dictating topics for the classroom. The second way is to create a model; which would be the framework of what the stages and processes of the curriculum should look like. Having an approach and model will help define the curriculum for multicultural education.
2.) Discuss James Banks' four levels. – Level 1 is the bottom of the integration concept. This level is where the curriculum stays particularly the same, but is enhanced. The purpose of this level is to introduce and recognize other cultural groups. Level 2 is the Additive Approach where the curriculum still remains the same but other cultural themes are “added†to the curriculum, therefore changing it slightly. Level 3 is the Transformation Approach where the “added†cultural themes are then incorporated directly into the curriculum and children will begin to examine more about those cultural groups. Level 4 is The Social Action Approach where there curriculum is transformed to develop children’s’ minds around the social issues and ideas related to different cultures; therefore allowing students to think on their own and come up with their own thoughts and ideas about different cultures.
3.) What is the antibias approach? – This approach is used to get early childhood center curriculums to get rid of the inequalities that exist in our society. The approach is based on the idea that stereotypes and bias will no longer be created within the early childhood center.
4.) Which approach would you select as a multicultural educator? Why would you use this one? – I would probably choose to select the Human Relations approach as a multicultural educator. I am a firm believer that children need to have respect for one another, and their differences, in order to create a positive learning environment. I would encourage students to communicate with others that are different from them and learn to accept those differences in a positive light. This approach has a simple, yet profound meaning that students will care with them for the rest of their lives.
Class,
ReplyDeleteGood job here! I am glad to see your discussion of Banks' approaches here!
QUESTION: What if a school does not allow the change of curriculum to make things more multicultural?
ReplyDeleteQUOTE: Curriculum includes practically "all that happens" at school.
FACT: Curriculum also tells of ways to organize the classroom.
1.) Define the curriculum process in multicultural education.
Curriculum is defined as "everything done in a school classroom" to define the process as it deals with multicultural education the key factor would be awareness. Educate and make children aware of every culture that lies within the world, focus firstly on those differences nearest to them and then work your way out to a broader view.
2.) Discuss James Banks' four levels.
James Bank was a leader of multicultural education in the united states and came up with a plan of four levels to get kids to become educated on a multicultural level. Banks first level was known as the Contributions approach in this the Curriculum stays the same and is aimed at pointing out how other cultures have enhanced our world. The second level of Banks' plan is the additive approach. In this level the original curriculum has pieces added to it in order to teach kids multiculturalism. The third level of Banks' four levels is the trans formative stage, in this stage children are encouraged to see things from the standpoints of other cultures. The fourth level of Banks' levels is designed to show kids how to take social action.
3.) What is the anti bias approach?
The anti bias approach is an approach to eliminate stereotypes that lead to future biases of based off of cultural differences.
4.) Which approach would you select as a multicultural educator? Why would you use this one?
I would prefer to use the anti bias approach, but unfortunately I don't think it is completely possible to have classroom that is bias free. I would almost say that is a little bit of human nature as unpleasant as it sounds.
Question: With all of the budgets cuts in educatio...
ReplyDeleteQuestion: With all of the budgets cuts in education, closing of schools, staff position cuts, and some schools are in session four days a week instead of five, Will preschool programs be the next item cut from the budget?
Quote: Multicultural education is a vision of what education can be, should be, and must be for all students. Hilda Hernandez (2001) What a powerful statement!
Fact: During the early part of the 1990's, Head Start proposed 10 multicultural principles as the framework for its programs. 1. The curriculum process in multicultural education is what emerges after a careful analysis of the needs, individual and family characteristcis, and interests of the child and also of the particular cultural and societal needs of the community.2.) Discuss James Banks' four levels:
Level 1 - The Contributions Approach which at this level topics of ethnic groups are added to the regular curriculum. It is the beginning effort to intergrate multicultural ideas into the curriculum.
Level 2 - The Additive Approach is the addition of themes and concepts to the curriculum without changing its basic structure. Teachers will begin by selecting a topic then plan activities around it. Level 3 - The Transformation Approach is to enable the student to examine the issue with different view points. This level gives the students a closer look at the target group. It is requires that teachers that work within this level must be constanly planning and flexible to make changes. Level 4 - The Social Action Approach is the forth and highest level and includes all the levels. It encourages the student to make decisions and take actions based on the concept, issue, or problem that they have studied related to the topics in the multicultural curriculum. 3.) The antibias approach was created by Paulo Freire, who defined the approach as the "practice to
freedom" This aproach was developed to address diversity issues in the early childhood classroom, which helps children to develop positive attitudes toward diversity.4.) Which approach would you select as a multicultural educator? Why would you use this one? I think as a multicultural educator, first I would have to learn about the needs of the children, their families, and the
community that I would be teaching in. I do like the Human Relations Approach because the goals and objectives are age appropriate. I want their educational experience to be a positive one, in which they would learn to get along with others, accept differences, and be proud of who they are. I think the amazing thing about young children is that they do not always see things black and white.Children see a friend, they do not always see that a child may have a different color of skin or that the child has a disability.
Question: Did anyone read the St. Joe newpaper article titled, "Mother hopes students will embrace diversity"?
ReplyDeleteI personally found this article to be very interesting. This mother Marcela discusses the difficulty her son had adjusting to school
here after moving from Kansas (where there is a larger hispanic community). Her son was getting bad grades suddenly and finally when
he was ending 3rd grade she discovered he was being bullied because of his skin color. Marcela approached the principal at Hyde school about holding an assembly to raise an awareness about cultural diversity. Marcella is part Mexican American, Native American, Indian, and Irish. I loved her quote,"I am not a mix and I am not a color because I'm not from a crayon box. I am a blending of cultures and I am American". I thought this truly answered to the fact that we
are not doing what we need to when it comes to cultural diversity. I wanted to know how others felt abot this article?
Fact: Information presented in a classroom can remain with a student for their lifetime. P. 204
Quote: "When teachers are empowered, the desire to effect change is heightned and their willingness to engage in change increases". P. 197
1. After making the decision to implement multicultural education in the classroom the teacher needs to explore, think, and reflect on why it is important. The
next step process is to select a way to design the program. The teacher needs to explore available models, practices, and materials. The final process is to then implement the program while constantly revising to make sure the various needs are met.
2. Level 1- The contibution approach
With this approach the curriculum remains the same but a few selected holidays and ethnic activities such as food and music are presented and added.
Level 2-The additive approach
With this approach the teacher selects an ethnic topic and plans activities around it.
Level 3-Transformation approach
The curriculum is developed around themes related to targetedcultural groups. Children examine issues from a variety of perspectives.
Level 4-Decision making and social action approach
The curriculum is purposefully developed to allow children to ponder and to take action on a variety of social issues related to diversity. It has two major goals
1). Prepare children to examine and analyze social situations
2). Prepare children as decision makers
3. Antibias approach- The antibias approach is used to teach children to develop positive attitudes towards diversity. Childen are taught to take action and to respond against injustices against themselves and/or someone else. This approach is used to help prevent prejudice and racial views.
4. For me my approach is the Head Start Multicultural Framework for several reasons. First of all it is one that I am already familiar with since I am currently employed
with Head Start. Secondly, it is the approach my district is implementing. Finally, it refelcts many of my own convictions about multicultarism. I feel that it not only addresses the needs of the children but of their families as well. I firmly believe that it is vital to recognize the importance of one's home life when implementing
cultural diversity if the appraoch is to be successful.
Fact: Multicultural education started in the 1960’s (p.233).
ReplyDeleteQuestion: Do any other countries in the world experience the need for or implement multicultural education???
Quote: “Instruction needs to be effective, appropriate, and, most importantly, culturally meaningful for my children” (p. 196).
1.) Many ideas on multicultural curriculum have been brought forward since 50 years ago. All of them recognize that it is important to know about different culture groups and increase awareness of those groups. As a result of this knowledge and awareness, there will be more acceptance and positive relations of those different cultural groups.
In the classroom, this is accomplished by exposing children to other cultures, improving self-awareness, providing activities that foster interactions with other culture groups and discussing current social injustices that bring an awareness of other cultures.
2.) Level 1 (Contributions Approach)—this is where teachers incorporate such things as various holidays celebrated by the different cultures like Chinese New Year or highlighting various cultural heroes like Pocahontas. This takes limited knowledge but it is a great place to start.
Level 2(Additive Approach)—Here the teacher adds a cultural concept to the existing curriculum.
Level 3 (Transformation Approach)—Some changes to the curriculum occur around certain cultural themes with the idea in mind to foster social dilemmas and issues that require multiple perspectives.
Level 4 (Social Action Approach)—The children actively participate in solving social issues and/or problems around diversity. They become active agents of change. The curriculum at this level is carefully developed.
3.) This antibias approach promotes change for present time social injustices. A classroom that implements this approach would allow and encourage others to take a stand against unfair situations to promote change. Students are exposed to unfair situations (through activities and/or real situations) and observe others taking a stand. By observing others, students become equipped to do become proactive themselves. One of the main goals of this approach is to correct or prohibit misconceptions about others or cultural groups. This approach best fits into the early childhood classroom and is implemented appropriately according to the children’s development. This is important at this level because the early years are where behaviors, such as racism, become imbedded within students.
4.) I would implement the Humanistic Approach at first along with the Additive Approach. This approach best fits with one of my main goals in working with kids—I want them to know that they are special! I also am passionate about accepting others and respecting their differences. With that in mind, one of the ways to make them feel special and valued is through lessons around certain cultural themes that are real to them. As I become more knowledgeable and have many teaching experiences under my belt, I would strive to develop more sophisticated approaches such as the multicultural education, and the multicultural and social reconstructionist approach.
Ryan asked: What if a school does not allow the change of curriculum to make things more multicultural?
ReplyDeleteThat's interesting...do schools really prevent this? Or is it that you have to teach what they insist you teach? I think if that's the case, you should still be able to incorporate multiculture in the curriculum - just in more subtle ways.
Tara, what a great article you read. That's a testimony to what she and her child have experienced that certainly lends itself to what we are learning in this course. That would be a great article to bring into the classroom--it's real and a current issue. That would certainly bring awareness to all of your students. I would keep that article!
ReplyDeleteMillie,
ReplyDeleteYes, some other countries do like India, Great Britain, and Canada off the top of my head. Other countries are starting to as well.
Good job!
Question
ReplyDeleteWhy do you think everyone celebrates a culture for a week and then that’s it?
Quote
“Since that time, many approaches and models have evolved through research and practice.” page 233
Fact
“Proposed models for the implementation of multicultural education all have in common the fact that they evolve out of the efforts begun in the 1960s.” page 201
1. Curriculum can mean several different things, however the basically it’s a laid out way to go about learning concepts as a whole class. I like the way the book defines it as a “learning journey’ that students and teachers will take part in together. It doesn’t point out whose in charge, and I like this. Students should have a say in the direction their learning should take. The teacher is there to share knowledge and to give feedback to students. Ideas share with all different students and teachers that have different backgrounds and point of views.
2. Bank’s first level is how we associate culture differences normally. Holidays are big in some cultures celebrate things other cultures don’t, and also there are different ways to celebrate, ie. Christmas. This is mainly where younger children will notice differences between the way they celebrate birthdays.
The second level is differences in food individuals like to eat, also some add ingredients to basic foods. This can be where students have the opportunity to try different foods they may not normally eat.
The third level is where students can act out or experience through play with a particular culture. Students need time to manipulate the item or role that is particular to a culture.
The fourth level is where a teacher moves for allowing students construct their knowledge to applying it. Students work together in social situations to later become “decision makers.”(page 210) All the levels work together and build off of one another.
3. This is where students don’t notice differences in individuals. Everyone is the same and should be treated as such. Students will stand up for things that are unfair toward an individual or a group of individuals.
4. I think this antibias approach would be great. That way students truly get to experience the culture and also see that everyone is the same and should be treated fairly. Students are able to form there own ideas and knowledge on a culture by experiencing it for themselves, then relating it to their culture.
Cathy,
ReplyDeleteI lost my job, and I taught Missouri Preschool Project. My students were 3 thorugh 5 years old. I would may yes, however I hope that the federal money keeps coming in for students who come from low income families, so they have that opportunity.
Kelli Hovey,
ReplyDeleteQuestion: Do you think an early childhood “head start” program should be mandatory? I would love to take my kids to a daycare or some form of head start. I just feel it would benefit all kids so much! But I believe the issue is money. Depending on our government and such over the next few years, I don’t think it will chance much. What are you all’s thoughts??
I totally agree, however the budget cuts I think that it will get harder for preschool programs to stay open. If they do stay open I think that it will be only for low income families. To which they do need it and also other families need the opportunity to put their child in a good preschool program.
Ryan Russell said...
ReplyDeleteQUESTION: What if a school does not allow the change of curriculum to make things more multicultural?
I think some of the rural towns will not see the need to teach multicultural views to there children. If the school has teachers and other staff members that have taught for years may not be open minded to change their thinking outside their box. I would like to see funding available for the schools that are incorporating multiculturalism in their schools. This might motivate them to change and become open minded to new views.
Cheryl said...
Question
Why do you think everyone celebrates a culture for a week and then that’s it?
I do not think that I am one that just celebrates a culture for a week. I celebrate each day that I am an American and live where I do. I guess cause I work at Head Start and we are unable to celebrate holidays with the children, I try to bring different culturals into their lives. I introduce a different country each month to the children. We discuss and view the country's culture through pictures, clothing, any artifacts that we can bring into the center. Also, we try different foods from that country, which sometmes they like and then again sometimes they do not. The children at least get to experience a new culture when they may never have the opportunity to again.
1. Question: How would you respond to a parent who felt you did not represent their culture in the way you should have?
ReplyDelete2. Fact: Central to the concpt of Frier's critical pedagogy lies the importance of knowledge and the power it offers to those who possess it.
3. Quote: Do not discard everything determine the "fit".
1. The curriculum process in multicultural education involves determining the needs of the child by exploration. Depending upon the findings a program will be designed. Always go into the year with the plans to learn about various cultures and just hone in on the specific realities of the classroom. There are models and materials available to outline the program developed. The approaches and practices of fellow teachers and others such as ESOL teachers, counselors, paraprofessionals or whomever it may be that work with the child in different ways can be brainstorming together. Learning about the child and their interests gives us the ability to approach the characteristics of each child and learn about them as a person then develop the curriculum that best fits the needs of each child individually.
2. James Banks has four levels he developed. Contributions Approach is when topics about ethnic groups are added to the regular curriculum. Various multicultural concepts can be integrated into the curriculum. Efforts can be made to first learn about those in our own classes and then move on to others throughout the world. There may even be differences within the particular ethnic group depending upon where in the world we are living. This gives the opportunity to integrate art, music, history and social studies. Careful thought must go into avoiding stereotyping because as a teachers we give information to the class about students that will reamin with them a lifetime whether negative or positive it can mold them for the future.
The Additive Approach is based on the addition of context concepts, themes, and perspectives to curriculum without changing the basic structures purposes and characteristics. Again taking into consideration those in the classroom and the world. Topics should be picked and planned around with fun ways to get the children to retain the information given. There are many holidays, histories, religions, cultures, and various societies all with different beliefs and values. The curriculum is basically transformed. The success of the approach depends how the teacher organizes and presents the concepts associated with the development of the character of children. Fun is always a hit with the class.
ReplyDeleteThe Transformation approach is the phase that substantial changes take place. The teacher reconstructs the curriculum to target what the child can relate to and comprehend socially. The exploration and enhancement of the reality, problems, angles and perspectives that face various ethnic groups give different outlooks to incorporate. Depending upon the grade involved teaching logically within the developmental level and the perspective of being in tune to the children and their ability to grasp the content.
The Social Action Approach is the highest level and includes all the elements of the team approach and adds components that require students to make decisions and take action that relates to the concepts and issues or problems they studied in the unit. Teachers that use level 4 have 2 major goals. To prepare for social criticisms and be decision makes. Intense activity rather than passive examination of issues and events from the past and present. Analyze facts and practices closely with alternative views and suggestions of corrective means for the situation.
3. The antibias approach is relevant to issues and developmental pertinence. Lesson plans are developed to bring all cultures together as a melting pot of various traditions, beliefs, education, foods, families, holidays and so much more. The children learn to accept each other regardless of any differences. The exceptional child as well; this is a way to learn compassion and realize humanity is a broad subject that will always involve learning and accepting each other.
4. The approach I would select as a multicultural educator is going to have attributes from many. But I really like the Human Relations Approach. I am a very social person and the idea of positive interaction among people despite their characteristics really strikes me as key. Being positive, tolerant and accepting and be about success.
Question: What challenges/struggles do teachers face incorporating multicultural education in every day context?
ReplyDeleteFact: When teachers are empowered the desire to effect change is heightened and their willingness to engage in change increases. pg. 197
Quote: "For Gordon and Browne (2007), curriculum includes 'practically all that happens' at school." pg 198
1. The curriculum process towards multicultural education approach is based on the schools curriculum and the teachers approach to incorporating multicultural education in the classroom. Our text book discusses many approaches to adding multicultural education to curriculum.
2. Bank's level of integration can be thought of as taking steps towards integrating multicultural education in the classroom. Level one the contribution approach is the firs step to incorporating multicultural education in the classroom. Level one incorporates a small amount of multicultural in the classroom. Level 2 the Additive Approach adds multicultural to classroom content, perspectives, and themes without changing the mainstream curriculum. Level 3 The Transformation Approach uses more planning when constructing classroom content. Content at this level is designed to enable students to examine the issues from a variety of perspectives. Teachers need to understand their students surroundings. Level 4 The Decision-Making and Social Action Approach we have made it to the highest step. This level consists of two goals: 1. to prepare children for social criticism.2. to prepare children to become decision makers. Children at this level are asked to use higher order thinking by conducting their own knowledge and understanding of diversity.
3. According to our text the antibias approach centers on changing existing social inequalities. This approach believes in eliminating stereotypes and cultural biases.
4. Wanting to be a 1st grade teacher I will being using mainly the Human Relations approach. In first grade students are starting to find themselves and it is important to teach social behaviors at this level. Hence, teaching positive interaction no matter how each of us are different is very important to me. Young students do not quite understand differences, but they can tell people around them are different. Explaining and having a positive about others is great teach to early childhood students.
Cathy asked...With all of the budgets cuts in education, closing of schools, staff position cuts, and some schools are in session four days a week instead of five, Will preschool programs be the next item cut from the budget?
ReplyDeleteI wonder this myself. I believe preschool is important and I do not know what will happen if preschool gets cut. Parents would struggle because today's norm is both parents work so they send their children to preschool.
Clibby asked....What are the cultural challenges present in our community?
This is a very good question and am curious myself because when we begin to student teach this will be something we need to be aware of. We need to know our students surroundings and backgrounds.
Question:How has NCLB effected a teachers ability to have a classroom focused on multiculturalism?
ReplyDeleteQuote:"When teachers are empowered, the desire to affect change is heightened and their willingness to engagein change increases" page 217
Fact: Collaborations with parents of culturalydiverse students in essential to help their child excel.
1. Multicultural curriculum is what emerges after a careful analysis of the the needs and interests of the child and also the societal needs of the community.
Contibutions approach- curriculum that remains the same and only looks at multiculturalism through holidays, highlights and heroic actions.
Additive approach- selected cultural themes are added to curriculum.
Transformation Approach- curriculum is developed aroung themes and issues related to multiculturalism, and examines perspectives from different groups of people.
Socail Action- prposefully developed curriculum that is used to challenges the students in concepts of the issues and ways of taking action.
3. A concept of curriculum that is centered on guiding young children to be socialy diverse in their education and Ideas. Focuses on cultural realities and experiences,Families beliefs and interests, Social events and realities that surround the children, as well as teachers knowledge and beliefs.
4.) I dont know that I could select either one only, I like both thoughts but dont want to limit myself by only using one or the other. I would say that I am probablu more of a social action approach in Banks system. I think that multiculturalism id a great way to get children to learn anything. Children are naturally curious and by using different cultures for different lesseons I believe that children will be more interested and it will help them relate to what they are learning and how it actually relates in the world.
Question: Are any teachers in your district teaching multicultural curriculum using the approaches mentioned in our textbook?
ReplyDeleteQuote: We also believe in teaching that is guided to promote pride in one’s own heritage while recognizing that of others and that leads to the formation of a sense of social fairness and positive attitudes toward diversity.
Fact: Models of multicultural education are of two types: those developed through an analysis of existing experiences derived from classroom practices and those that are based on specific approaches or theories.
1. The curriculum process in mutlicultural education starts with the exploring and thinking phase. During this phase, teachers examine the students that will be in the classroom and develop curriculum ideas that best match the individual characteristics of the students. Teachers also establish why it is important to teach multicultural education during this phase. The next phase is making choices. The teacher decides on the most appropriate way to design the program. They research what models, practices and material is available. Lastly, the activating ideas phase is where the teacher implements the program. Continually revising the program to adapt to ongoing changes is also a necessity during this phase.
2. James Banks believes that all students should have equal learning opportunities regardless of their culture. Therefore, culture diversity should be incorporated into the curriculum through four levels of integration:
a. The Contributions Approach – curriculum stays the same with small revisions incorporating activities about holidays and highlights in order to recognize other cultures.
b. The Additive Approach – various cultural themes are added to the existing curriculum.
c. The Transformation Approach – curriculum is developed around themes and concepts related to target cultural groups.
d. The Social Action Approach –curriculum is intentionally developed to allow students to examine social issues related to diversity.
3. The Antibias Approach focuses on changing existing social inequalities and addressing diversity issues in the early childhood classsroom. This approach emerges from four main sources: observing student’s behaviors, experiences and realities; awareness of cultural beliefs and desires of families; bringing social and cultural realities into the classroom; teachers’ knowledge, beliefs and values.
4. The approach I would select starting out as a multicultural educator would be the Contributions Approach. I would start out with small enhancements to the curriculum, become comfortable with that, then move on to the Additive Approach.
Eric Sharp,
ReplyDeleteYour Fact really resinated with me. I think this is so true, and actually for ANY student. I think a lot of parents truly do not realize the importance they play in their children's education. My parents left it all up to the teachers, and I see other parents doing this today. I think it is a necessity for teachers to emphasize the importance of parent involvement throughout the school year.
Theresa Anderson said...How would you respond to a parent who felt you did not represent their culture in the way you should have?
ReplyDeleteI would meet with the parent and find out the specifics of their concern so I can correct the misrepresentation. I would also explain my approach in hopes of them understanding where I am coming from.
Class,
ReplyDeleteGood job here! Keep up the good work! I wanted to brag about one of your peers in your on-line class today! She, Tara, developed a lesson on The Three Little Pigs and their perspective on being homeless. She had her preschoolers make a poster, and it was selected to be displayed at the Capitol in Nov. We are proud of you Tara!!!! This is a wonderful idea, and another student asked me about goals and objectives with these issues. If you are discussing "classism," for instance, you can tie this in nicely with a math unit and math goals and objectives. You can also tie it into literature and what you have to do as teachers for English and Language Arts. It depends on how you want to approach it! Keep up the good work!!!
Question: Some people in the community argue that too much emphasis is on multicultural education, others argue that there is not enough. How do we create a balance to make everyone in the community happy with the amount of multicultural exposure?
ReplyDeleteQuote: "When teachers are empowered, the desire to effect change is heightened and their willingness to engage in change increases."
Fact: There are two different types of models in multicultural education: ones that are bases on experience and ones that are based on specific approaches or theories.
1. Multicultural curriculum emerges after a careful analysis of the needs, individual and family characteristics, and the interests of the child. It also develops based on the culture of your community.
2. James Banks has four levels to multicultural education. They are in ascending order with the top tier being the most involved. The first level is the Contributions approach. In this approach the curriculum stays the same, but it is enhanced with the study of cultural holidays, food, music etc. It is "filling in" instead of promoting. The second level is the Additive Approach, as with the Contributions approach the curriculum stays the same. The only thing that changes that ethnic activities are selected and activities are planned around them. The third level is the Transformation Approach. In this approach the curriculum is designed around themes and concepts related to different cultures. Students view situations from a variety of different perspectives. The final level is the Social Action Approach. This level is designed to make the students take action when they see injustice happening.
3. The Anti-biased approach proposes to eliminate the sources of stereotypes that lead to individuals forming prejudices and cultural biases. It seeks to change existing inequalities and equip children to take action to stop injustice against themselves and others.
4. As an educator I would select James Banks' level approach. I think it would be easier to get all teachers in your building, not just yourself involved in promoting multiculturalism. Teachers could make small changes and little by little as they become comfortable move up to the next level.
Marci,
ReplyDeleteWe both chose the same fact! I think that as we become teachers we will begin to make our own multicultural models that deal with experience and theories.
Cheryl,
ReplyDeleteYou asked: Why do you think everyone celebrates a culture for a week and then that’s it? I honestly think everyone does that because they are trying to incorporate different cultures and that is the easiest way to do it. They might also be afraid to spend to much time on what some think is not "American."
Cheryl,
ReplyDeleteYour question about why teachers tend to focus on multicultural activites as only a weekly theme is because I feel some teachers look at their classroom and only see white children or black, etc..When we need to be teaching diversity everyday. Being unaware leads to teachers only concentrating on cultures around the holiday's or those weekly themes.
Thomas,
ReplyDeleteIn regards to your question I think teaching a multicultural curriculum needs to be embedded and not something we even need to think about doing. It should be instinctive. I think this leads to teaching moments through a formal and informal opportunities.
QUESTION: Is multicultural education required to be taught at an elementary school level?
ReplyDeleteQUOTE: "We have a responibility to remember the power that teachers excert over children." pp 204
FACT: Terms 'approach' and 'model' are often used interchangeably in education.
1) What emerges after a careful anaysis of the needs, individual and family characteristics, and interests of the child and also of the particular cultural and societal needs of the community.
2) Level 1: Contribution Approach- topics about ethnic groups are added to the regular curriculum.
Level 2: Additice Approach- same curriculum but themes are added.
Level 3: Transformation approach- curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from the perspectives of different cultural groups.
Level 4: The social action approach- curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diveristy.
3) To early childhood curriculum centers on changgin existings social inequalites. This approach proposes to eliminate the sources of sterotypes that lead individuals to form prejudices and cultural biases.
4) I would choose approach 5, the education that is multicultural and social reconstructionist. This approach represents a more direct way of dealing with social issues than the other models do. I really like the openness to welcome childrens questions, ideas, and proposals for dealing with current social issues.
Ashley Sluder
In response to Theresa's Question: How would you respond to a parent who felt you did not represent their culture in the way you should have?
ReplyDeleteWell I believe talking to the parent and making sure that we were both on the same page with things. If that did not help then bringing in your principal for support.
In response to Thomas's Question: Should multicultural education be the focus or cornerstone of everything we do as teachers? Or should multiculturalism education be less obvious; incorporated or embedded in what we do versus being the main point?
ReplyDeleteI think that multiculturalism can be incoorperated into every subject. Recognize different holidays as they approach. Have students share one thing that is a family tradition in their own family, then you share one of your own. HA get the diversity jelly beans and share that activity like Kathy Matt did!
Thomas's Question: I think that every teacher isprobably different in the way that they use multiculturalism in the their lessons. But for me I think that useing multiculturalism as much as possible makes it easier to tie together different lessons and different subjects. I dont think it needs to be less obvious either, I want my students to understand other cultures and people, understanding different customs and ideas is a great way to keep kids interested in learning, and it allows them to relate it to the world around them!
ReplyDeleteCheryl,Why do you think everyone celebrates a culture for a week and then that’s it?
ReplyDeleteThats a great question! this is just my opinion but to be honest I think the only reason we only do it for a week, probably has roots in our education system from along time ago! American schools have always taught values that were present in our society, and our society is largly christian. I dont mean to offend anyone, but many christians only study their faith, meaning that they never look at other faiths with excepting eyes, Christianity teaches the only true path to heaven is threw jesus, and that you are to worship no other god. All of this is fine but how are you supposed to learn about and respect other cultures if you cant respect their faith!? because many customs and traditions of other cultures are tied to the faith of those people, so you cant really celebrate multiculturalism in a true sense if the faith of the people isnt learned about and repected.
Question: How are you to promote human rights and respect for those who
ReplyDeleteare different from you. (pg. 221)
Fact: Multicultural education is a process of total education reform (pg.221)
Quote: "Multicultural programming for children enables children to develop an awareness of, respect for, and appreciation of individual cultural differences. It is beneficial to all children." (pg.229)
Dr. Hendrix's Questions:
ReplyDelete1. The curriculum process in multicultural education is the analysis of the needs and interests of the child and also the societal needs of the community to find the best curriculum for the diversity of a classroom.
2. James Banks' 4 levels approach multicultural education:
LEVEL 1-The Contributions Approach: Topics about ethnic groups are added to the regular curriculum. Level 1 can be seen as a beginning effort to integrate multicultural concepts into the curriculum. Limited knowledge is required about the material that is added.
LEVEL 2- The Additive Approach: The addition of content, concepts, themes, and perspectives to the curriculum without changing its basic structures, purposes, and characteristics. In this approach, teachers select an ethnic topic and plan activities around it. In Banks' opinion, this second level implies a first step toward the transformation of the curriculum.
LEVEL 3-The Transformation Approach: This approach represents a phase of substantial changes. Teachers reconstruct the curriculum on the assumption that the content should address targeted situations involving social justice areas that children may be to relate and explore.
LEVEL 4- The Decision-Making and Social Action Approach: The highest level and it includes all the elements of the Transformation Approach. It adds components that require students to make decisions and take actions related to the concept, issue, or problem they have studied in the unit. Two major goals of a teacher using this approach would be to prepare children for social criticism and to become decision makers.
3.The antibas approach was developed to address diversity issues in the early childhood classroom. It is based in the belief that young children can be guided to develop positive attitudes towards social diversity. The curriculum centers on changing existing social inequalities. This approach proposes to eliminate the sources of stereotypes that lead individuals to form prejudices and cultural biases.
4. I would select the Antibias Approach as a multicultural educator because I want to eliminate the sources of stereotypes that lead to individuals to form prejudices and cultural biases. I want to be there in the very early stages of learning who we are.
Theresa Question:
ReplyDeleteIf I had a parent who felt I did not represent their culture in the way they thought I should have I would say that I was sorry. I would ask for their help. Ask what they did and did not like exactly. I would tell them how important they, their child, and their culture was to me. I would be understanding and I would not give up if they still came back with words of unhappiness.
Cathy,
I do not know if preschool programs will be next to be cut because of budget problems. I hope not because preschool is an important program. A great beginning every child needs. Preschool is where I want to be as a teacher. Only time can tell.
Question:How do I deal with parents that do not support multicultural education?
ReplyDeleteQuote: "Education in Freirean ideology is an instrument capable of eroding social inequalities by providing students with knowledge." (pg. 197)
Fact: Multicultural education started in the 1960's.
1.) Define the curriculum process in multicultural education.
The curriculum process in multicultural education consists of learning about different cultures in the society and those of our students and then taking that information and using that as a basis of what we teach.
2.) Discuss James Banks' four levels.
Level 1-The contributions approach. In this approach the teacher occasionally introduces different ethnicities through holidays, food or music. This approach does not alter the goals or objectives, it just the beginning.
Level 2- The additive approach. This is where the teacher picks an ethnic topic and plans activities around it. Like food, the teacher can plan activities that have the children discover what food they and what food children eat in mexico.
Level 3-The transformation approach. This is where the teacher totally reconstructs the curriculum so that the new curriculum is concentrated on situations involving social justice.
Level 4-The decision-making and social action approach. This approach includes everything from level 3 but also gives students the chance to to take action and make decisions.
3.) What is the antibias approach?
The antibias approach wants to eliminate stereotypes that lead individuals to form prejudices and cultural biases.
4.) Which approach would you select as a multicultural educator? Why would you use this one?
The approach that I selected is Banks's levels of integration of multicultural content. I selected this one because I like that I can start introducing multicultural topics at a lower levels and move up as my students are ready.
Christina asked...
ReplyDeleteQuestion: Some people in the community argue that too much emphasis is on multicultural education, others argue that there is not enough. How do we create a balance to make everyone in the community happy with the amount of multicultural exposure?
I think the best way to ensure balance is to observe our students and see what they need. I don't think that we will ever be able to make everyone happy but by concentrating on our students needs this is the best way.
Theresa asked...
ReplyDelete1. Question: How would you respond to a parent who felt you did not represent their culture in the way you should have?
First I would apologize and ask what I can do to better represent there culture. I would try to get that parent involved so that they don't feel like there culture is being left out.
Kelli, I feel that the Head Start Program is a good program. I work for Head Start and some of the programs that are beginning are piloting their programs after Head Start. It gives low income children a good Head Start.
ReplyDeleteAngela Lucas Cook
Ryan, on page 197 it states that Lack of adequate knowledge is also a reason given by teachers when they are asked why multicultural education had not yet become a part of their schools curricula.
ReplyDeleteI feel that learning also is the teachers part to learn and discover ways to teach different nationalities. Many time we as Head Start teachers are blocked by what we can teach and many times you have to be creative on what you teach. Often you have to use teachable moments to relate to students. You also have to follow school rules and guidelines. Often your class will be your best help. Children are curious about many things.
Edu 308
ReplyDeleteChapter 6
Define; The Curriculum process in multicultural education? It is what comes out of the study and in depth delving into of different cultures and needs of the community.
Discuss James Banks' four Levels
1. Contributions Approach- Curriculum remains the same but enhances. Includes activities about holidays and highlights of heroic deeds. Purpose is to recognize contributions of other cultural groups.
This level requires limited knowledge about material that is added.
2. The Additive Approach- Curriculum remains the same but includes selected cultural themes. Themes are " added" to the existing curriculum. Success in this step depends on how the teacher organizes the presentation of the concepts in accordance with the developing children.
3. The Transformation Approach- Curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from perspectives of different cultural groups. At this step teachers restructure the curriculum to address the situations at hand that children many be able to relate to.
4. The Social Action Approach- Curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity. This step includes all elements but also adds components that require students to make decisions and take action on what they learn.
3. What is the Anti Bias's approach? It centers on changing existing social inequalities. Its purpose is to eliminate stereotypes that lead to individuals to form prejudices and cultural biases. It is based on a belief that young children can be guided to develop positive attitudes toward social diversity.
4. Which approach would you select as a multicultural educator? Why would you use this one?
I would select Dr. Banks Approach to levels of Multicultural Content. I feel that it is easier for the children to be taught at all levels through different teaching adaptations.
Fact: Classroom teaching structured around single -group studies requires careful preparation and knowledge about the group chosen (Sleeter and Grant 2006).
Quote: " lies the importance of knowledge and the power it offers to those who possess it "
(Freire,2000) p. 197
Question: Teaching with Decision making in early childhood can it be taught to them to do or is this just a said thing? How long does it take to help children learn this task of Decision making?
Kelli: I think some sort of Head Start program is very beneficial. I my opinion, it is almost necessary depending upon the involvement of the parents in their childrens' learning at home. I work at an early learning center and I have seen many young children grow and develop more quickly because they are challenged by those around them. I am aware this is not always the case, but I have seen the benefits.
ReplyDeleteCheryl and Eric: I agree we celebrate cultures for a week at a time because that is what we were most likely brought up doing. If you pay attention to most clebrations of almost anything, they tend to have week attached. I think cultures should be celebrated for months at a time and all througout the year. The United States is supposed to be a melting pot of cultures, shouldn't we embrace these cultures?
ReplyDeleteQuestion: There are many approaches to teaching multiculturalism in the textbook. How many teachers really use these and how effective are they?
ReplyDeleteQuote: “Because, developmentally, racist behaviors begin to form very early in life and are influenced by interactions with adults and the environment, classroom experiences are central to building concepts of social equality.
Fact: A variety of models and implementation plans have been proposed since the beginnings of multicultural education in the 1960s.
1.) The curriculum process in multicultural education is what emerges after a careful analysis of the needs, individual and family characteristics, and interests of the child and also of the particular cultural and societal needs of the community.
2.) Level 1: Contribution Approach- topics about ethnic groups are added to the regular curriculum.
Level 2: Additive Approach- same curriculum but themes are added.
Level 3: Transformation approach- curriculum is developed around themes and concepts related to target cultural groups. Children examine a variety of issues from the perspectives of different cultural groups.
Level 4: The social action approach- curriculum is purposefully developed to allow children to ponder and take action on a variety of social issues related to diversity.
3.) The antibias approach is to eliminate stereotypes that lead individuals to form prejudices and cultural biases.
4.) I would take Bank’s level of integration of multicultural content approach. I chose this particular approach because I sincerely believe in integrating multicultural topics at lower levels and continue deeper as the students are ready.
Question:What can you do as a teacher if you are settling in with a school district whose curriculum you dont like?
ReplyDeleteQuote: "We have a responsibility to remember the power that teachers exert over children. Information presented in clas often remains with students through a lifetime.
Fact: Teachers throughout the United States already know or have heard that multicultural education is one of today's educational priorities.
Questions:
1.) Define the curriculum process in multicultural education.
Curriculum includes practically all that happens at school. Experiences shape your learning attitude, opportunities are given for children to learn and develop, interaction with others, contribute to society, and responsive curricular experiences.
2.) Discuss James Banks' four levels.
1:Contributions approach. In this approach the teacher occasionally introduces different ethnicities through books, decorations or food.
2:Additive approach. This is where the teacher select an ethnic topic and plan activities around it.
3:Transformation approach. This is where the teacher reconstructs the curriculum on the assumption that the content should address targeted situations involving social justice areas that children may be able to relate and explore.
4:Decision-making and social action approach. This approach is the highest level and includes all the elements of the previous level. Requires students to make decisions and take actions related to the concept, issue, or problem they have studied in the unit.
3.) What is the antibias approach?
Founded on the practice of freedom that proposes to eliminate the sources of stereotypes that lead individuals to form prejudices and cultural biases. Focuses on changing existing social inequalities.
4.) Which approach would you select as a multicultural educator? Why would you use this one? Integration of multicultural content approach because starting at early lower levels is beneficial and you can move up as students progress.
Fact: multi-cultural education started in the 1960s.
ReplyDeleteQuote: All students, despite their backgrounds, should have equal educational opportunities. pg 202
Question: What do I want my students to take with them from different cultural backgrounds?
1. curriculum processes in education start with defining a teaching philosophy. Then provide directions for organizing instruction, establish the use of materials and classroom arrangement suggest your teaching and learning practices. Your multicultural curriculum starts out as theory based and develops as you get to know your class.
2. The first level is the Contributions approach: holidays, food, music, added to the regular curriculum. Be wary of stereotyping.
Level two is the additive approach: select an ethnic topic and plan activity.
Level three the transformation approach: Learn to examine issues from different perspectives. Explore your identity and the identity of others.
Level four is the decision making and social action level. Make decisions and take actions based on the concept, issue, or problem they have studied in the unit.
3. The anti-bias approach focuses on changing existing social inequalities. and eliminating stereotypes.
4. Single group studies: make it easier to focus on one group of people at a time and devote a specific amount of class time to that group.
Jennifer: with your question pertaining to curriculum. It would depend on what part of the curriculum you dislike. Often you can meet with your grade group and decide what projects and parts of the curriculum should be represented. You can always bring in cultures through language arts, with book reports, literature circles, etc. There are many ways to make the curriculum fit your class!
ReplyDeletecllibby: I don't know about St. Joe, but there is a huge change in the Kansas City area! Many different cultures are moving into the NKC and Park Hill school districts. Especially Bosnian, Hispanic, and other Middle Eastern Cultures. There are over 1,000 students in the NKC school district that are ELL alone.
ReplyDeleteLori said...
ReplyDeleteQuestion: As new teachers, how much latitude will we have in our buildings to choose or develop a multicultural curriculum
As a new teacher you will probably have to get up to speed on the multicultural curriculum which is already in place. The lack of multicultural curriculum discussed in the text reflects conditions over ten years ago. My school and district were so involved in promoting multicultural education that it was almost overkill. I had meetings in the morning and meetings in the afternoon on the subject almost daily.
Megan asked...
ReplyDeleteHow do I deal with parents that do not support multicultural education?
The chances are you won't ever have to. Multiculturalism is established throughout the US as the way it is done. I don't foresee backsliding into bigotry. Parents who do not support this effort will be dealing with administrators, not you.