Sc Ld 333: MuluculLural Lducauon 8onl !o uraper, h.u. 0-1 2' "34$#,2-+ # 5- "+3"#7-&8 ! Lducauon ls a moral" endeavor because lL ls a dellberaLe eorL Lo develop values and senslbly as well as knowledge and skllls. 0233"+ /4&&2$4645 ! unwrluen soclal rules and expecLauons of behavlor LhaL we all seem Lo know, buL were never LaughL (8leber, 1994). ! 1he currlculum ls publlshed, Lhus, vlslble. 1he hldden currlculum lncludes all Lhlngs LhaL happen ln schools LhaL reecLs Lhe values of Lhe educaLors. 9:#5;6"< =&"#, 9:;6-&"' ! Pernando de SoLo ! Lxplorer ! Conqueror ! Led Lhe rsL Luropean expedluon deep lnLo Lhe LerrlLory of Lhe modern-day unlLed SLaLes ! LxLorLed nauve vlllages for Lhelr chlefs ! PlsLorlans have recenLly consldered archeologlcal reconsLrucuons and Lhe oral hlsLory of nauve Amerlcans >2,% ?-4& *&-4;< ! Lach group has been glven a quoLe. WlLh your group declde: ! WhaL ls Lhe auLhor saylng? ! Pow do Lhe ldeas presenLed ln Lhe LexL L wlLh Lhe concepL of !"##$% '())"'(*(+? ! Pow does lL L wlLh your currenL undersLandlng of Lhe vocabulary words LhaL accompany Lhls sesslon? ! WhaL are Lhe consequences for Leachlng? Pegemony 1racklng LquallLy LqulLy CulLurally relevanL pedagogy ConLenL lnLegrauon 8eecuve self- analysls Crlucal consclousness @46,2$46,4 934$#,2-+ ! ConLenL lnLegrauon ! knowledge consLrucuon process ! re[udlce reducuon ! LqulLy pedagogy ! Lmpowerlng school culLure and soclal sLrucLure 8anks and 8anks, 1993 A+ ?-4& -1+B l am ured of Lhe blaLanL lnadequacles of Lhls unlverslLy's Amerlcan PerlLage course. ln LhaL class, we are led Lo belleve LhaL . lnequallLy ls a bad Lhlng. 1he class's asseruon LhaL lnequallLy ls a bad Lhlng goes agalnsL Lhe enure graln of Lhe caplLallsL sysLem and Lhe plan of salvauon. lnequallLy makes Amerlca Lhe sparkllng paradlse lL ls Loday and enables manklnd Lo rlse above Lhe shackles of medlocrlLy Lo aualn our ulumaLe goal of exalLauon. a 8?u SLudenL 8eaders' lorum !an. 29, 2007 >2,% # ;#&,+"&< 9C4#62,? 7'D 9C42,? ! WhaL does lL mean for Lhlngs Lo be equal? ! WhaL does lL mean for Lhlngs Lo be equlLable? ! LqulLy ls Lhe work of ellmlnaung sysLemlc barrlers Lo learnlng. ! LqulLy ls achleved by ellmlnaung Lhe predlcLablllLy of success or fallures LhaL currenLly correlaLes wlLh any soclal or culLural facLors, especlally race, class, and prlmary language. ! LqulLy requlres LhaL Leachers dlscover and culuvaLe Lhe unlque gls, LalenLs, and lnLeresLs LhaL every human belng possesses. Pegemony 1racklng LquallLy LqulLy CulLurally relevanL pedagogy ConLenL lnLegrauon 8eecuve self- analysls Crlucal consclousness /-+,&#',2+* AE62*#,2-+' ! 1he obllgauon of dlverslLy or belng nlce Lo each oLher/appreclaung each oLher ! 1he obllgauon of equallLy or lnsurlng LhaL everyone has Lhe same resources and prlvlleges, even lf lL means glvlng up some of your own. @46,2$46,4>'5 ! A general descrlpuon of a nauon or socleLy LhaL ls composed of dlverse peoples ! 1he name for an amLude of openness, Lolerance, respecL, and democrauc lncluslon as concerns culLural, eLhnlc, and rellglous dlverslLy. ! An hlsLorlc speclc movemenL for educauonal, pollucal, and soclal reform emerglng aer Lhe 1960s. ! A way Lo Lalk abouL Lhe soclal, pollucal, and culLural challenges produced by decolonlzauon and globallzauon. !1- );;&-#$%"' CelebraLory ! An amrmauon of Lhe value of dlverslLy ! AppreclaLes Lhe bellefs, Lradluons, and values of dlerenL culLural groups ! CovernmenL and educauon and buslness creaLe pollcles and evenLs Lo celebraLe dlverslLy Crlucal ! An analysls of lnequallLy, power, and prlvllege among groups ! Shows how culLural dlerences have been polluclzed ! SuggesLs pollcles for endlng dlscrlmlnauon and advanclng mlnorlLy opporLunlues >2,% ?-4& ;#&,+"&B ! 8ralnsLorm posslble answers Lo Lhe followlng quesuon: WhaL ls Lhe goal of muluculLural educauon? Pegemony 1racklng LquallLy LqulLy CulLurally relevanL pedagogy ConLenL lnLegrauon 8eecuve self- analysls Crlucal consclousness 1he quesuon ls noL necessarlly how Lo creaLe Lhe perfecL 'culLurally maLched' learnlng slLuauon for each eLhnlc group, buL raLher how Lo recognlze when Lhere ls a problem for a parucular chlld and know how Lo seek lLs cause ln Lhe mosL broadly concelved fashlon." Llsa uelplL, 2006 9C42,? F"3#*-*? ! locuses on lnsLrucuonal Lools LhaL faclllLaLe deep learnlng. ! PlghllghLs an appreclauon for Lhe lnLellecLual accompllshmenLs all young learners brlng Lo school. ! Lmphaslzes bulldlng on sLudenL sLrengLhs raLher Lhan remedlaung declLs. ! 8ecognlzes a sLudenL's culLure as an lmporLanL elemenL ln Leachlng and learnlng. ! uses lnqulry as a sLraLegy for conunuous lmprovemenL ln how Leachers Leach and how sLudenLs learn. /46,4B? G"';-+'27" !"#$%2+* ! C81 ls uslng Lhe culLures, experlences, and perspecuves of dlverse sLudenLs ln Lhe classroom as lLers Lhrough whlch Lo Leach academlc skllls and knowledge. lL ls also lmperauve Lo be aware and sensluve Lo dlsLrlbuuons of power and prlvllege ln Leachlng sLudenLs abouL Lhemselves and oLhers ln a muluculLural socleLy. H5;"325"+,' ,- )$%2"7"5"+, 1. underesumaung whaL dlsadvanLaged" sLudenLs are capable of dolng. 2. Crganlzlng lnsLrucuon around Lhe bellef LhaL baslc skllls musL be masLered before advanced" skllls can be LaughL. 3. lalllng Lo provlde adequaLe supporL for learnlng new maLerlal. 4. osLponlng more challenglng and lnLeresung work for Loo long -someumes forever. 3. ueprlvlng sLudenLs of a meanlngful or mouvaung conLexL for learnlng or uslng skllls LhaL are LaughL.