Teaching suggestions ii

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Teaching suggestions ii

  1. 1. Multicultural Content/Curriculum in the ClassroomBy Dixie Trent and Melissa Pegues January , 2013
  2. 2. Looking Like a Multicultural Classroom Develop a multicultural classroom calendar. Make maps showing the origin of various groups, and place on classroom walls. Collect articles from newspapers and magazines that deal with the maps the class or teacher has created. Set up a writing or reading area that looks like a Paris café—or any other cultural theme (a comfortable area). In the classroom library, have grade-level books about different cultures and their peoplehttp://www.ericdigests.org/pre-9218/secondary.htm
  3. 3. Why Do We Need Multicultural Curriculum? To prepare students for diverse workplaces and multicultural environments To expose biases, stereotypes, and policies that can restrict achievement To ensure that content is fair, accurate, and inclusive To accommodate for diverse teaching and learning styles of teachers and students To help student, faculty, and staff become advocates for multicultural awareness.BYU (Brigham Young University)http://education.byu.edu/diversity/curriculum.html
  4. 4. Why Do We Need Multicultural Curriculum? (Continued)We need multicultural curriculum for students like Francisco Jimenez, in hisdescription of living the life of a migrant child, in his book The Circuit—a tradebook that should be used in every classroom from 4-12 grade levels(Jimenez, 1997). Jimenez describes a life of getting close to teachers and fellowstudents, and then having to leave them all, with little or no notice; a life ofrepeated disappointments. Equally important, Jimenez would go in and out of astate of “forgetting” the little English he knew, because he never was allowed tostay in one place for long.Jimenez, F. (1997). The circuit. Albuquerque, NM: University of New Mexico Press.
  5. 5. Multicultural RecognitionFor classroom content and curriculum to be truly multicultural, educators mustbe able to recognize their own biases, prejudices, and assumptions that canaffect their students.A teacher who can recognize and eliminate their own biases, will become amore effective teacher, will ultimately have more multicultural curriculum, andwill likely be able to reach all students.BYU (Brigham Young University) http://education.byu.edu/diversity/curriculum.html
  6. 6. Multicultural Recognition (Continued)In her journal article, Becoming White: Reinterpreting a Family Story by Putting Race Backinto the Picture, Christine E. Sleeter (Sleeter, 2011) uses the family story of her own great-great-grandmother, who turns out not to be the wonderful woman she was portrayed to be infamily lore, but a down-right racist woman who used racism to her advantage, at everyopportune time! Sleeter’s great-great-grandmother is the epitome of the white, Europeanimmigrant who immigrated to the U.S. for a better life, in the middle part of the 19th.century.Christine discusses how many teacher educators in the U.S. are trying to get their white-dominant teaching students to see themselves through their “culture,” rather than through the“white European heritage” lens. This is a must-read for all teaching students, in order to re-identify themselves through their own individual cultures and heritages.Sleeter, C.E. (2011). Becoming white: Reinterpreting a family story by putting race backinto the picture. Race, Ethnicity, and Education, 14(4),421-433. http://www.informaworld.com/openurl?genre=artoc;e&id- doi:10.1080/13613324.2010.547850
  7. 7. Multicultural Classroom: Case Study By Emilie M. Camp and Heather A. OesterreichA case study was done by the above two authors, about multicultural classrooms, andhow one teacher named “Rae” had transformed her classroom, through “uncommonmeans.” Rae is not your typical teacher who teaches to the test! Rae doesn’t use theconventional “worksheets” that her school prescribes—she creates her own multiculturaland inclusive worksheets, to reflect the diverse group of students in her classroom! Anuncommon teacher in a common-sense classroom! I recommend all future teachers readthe full study at the following website:http://www.eric.ed.gov/ERICWebPortal/contentdelivery/serviet/ERICServiet?accno=EJ887770 (Journal)
  8. 8. Stages of Multicultural Curriculum Transformation By James Banks and Peggy McIntoshStage 1: Curriculum of the MainstreamStage 2: Heroes and HolidaysStage 3: IntegrationStage 4: Structural ReformStage 5: Multicultural, Social Action, and Awareness***The above “stages” are a gradual step-by-step process, where theteacher accomplishes one stage, and then moves on to the next stage,until she has achieved all stages in her classroom curriculum. The fulltext can be viewed at:http://www.edchange.org/multicultural/curriculum/steps,html
  9. 9. Multicultural Lesson Plan Websites http://www.awesomelibrary.org/Classrooms/Social_Studies/Multicultural/M ulticultural.html http://www.un.org/Pubs/CyberSchoolBus/index.shtml http://www.diversitycouncil.org/elActivities.shtml http://www,edchange.org/multicultural/ http://www.educationworld.com/tools_templates/index.shtml#asses sments (an amazing site! ) http://www.palmbeachschools.org/multicultural/documents/MultiFourth.pdf
  10. 10. ReferencesBanks, J., McIntosh, P. (n.d.). Stages of multicultural curriculum transformation. Retrieved from http://www.edchange.org/multicultural/curriculum/steps.htmlBYU Diversity. (n.d.). Curriculum: What is multicultural education? Retrieved from http://education.byu.edu/diversity/curriculum.htmlCamp , E. M., & Oesterreich, H. A. (2010). Uncommon teaching in common sense times: A case study of a critical multicultural educator and the academic success of diverse student populations. Multicultural Education, 17(2), 20- 26. Retrieved from http://www.eric.ed.gov
  11. 11. ReferencesERIC Digest. (n.d.). Multicultural education in elementary and secondary schools. Retrieved from http://www.ericdigests.org/pre-9218/secondary.htmJimenez, F. (1997). The circuit. Albuquerque, NM: University of New Mexico Press.Sleeter, C.E. (2011). Becoming white: Reinterpreting a family story by putting. race back into the picture. Race, Ethnicity, and Education, 14(4),421-433 http://www.informaworld.com/openurl?genre=artoc;e&id- doi:10.1080/13613324.2010.547850

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