Social Dimension: Multiculturalism and Multicultural Education

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Subject: Social Dimension
Topic: Multiculturalism and Multicultural Education

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Social Dimension: Multiculturalism and Multicultural Education

  1. 1.
  2. 2. CHAPTER VCULTURALCHANGES<br />
  3. 3.
  4. 4. Multiculturalism<br />
  5. 5. Multiculturalism<br /> is a policy that emphasizes the unique characteristics of different cultures, especially as they relate one another in receiving nations. <br />
  6. 6. Advantages of Multiculturalism<br /><ul><li>Lead cultural exchanges
  7. 7. Add variety in the life of all citizens
  8. 8. Bridges the chasm of ignorance and arrogance</li></li></ul><li><ul><li>Lead cultural exchanges</li></li></ul><li><ul><li>Add variety in the life of all citizens</li></li></ul><li><ul><li>Bridges the chasm of ignorance and arrogance</li></li></ul><li>Disadvantages of Multiculturalism<br /><ul><li>Brings anxiety to stability of national identity
  9. 9. Creates national disunity
  10. 10. Questionable loyalties</li></li></ul><li><ul><li>Brings anxiety to stability of national identity</li></li></ul><li>
  11. 11. <ul><li>Creates national disunity</li></li></ul><li><ul><li>Questionable loyalties</li></li></ul><li>Multiculturalism in the Philippines: Boon or Bane?<br />
  12. 12. ThreeReferentsofMulticulturalism<br />
  13. 13. 1. Demographic-Descriptive<br /><ul><li>the word multicultural refers to the existence of linguistically, culturally and ethnically diverse segments in the population of a society</li></li></ul><li>
  14. 14.
  15. 15.
  16. 16. 2. Ideological-Normative<br /><ul><li>This usage of multiculturalism constitutes a specific focus towards the management and organization of governmental responses to ethnic diversity</li></li></ul><li>Exclusion <br /><ul><li>process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live.</li></li></ul><li>
  17. 17. Apartheid<br /><ul><li>inhuman acts committed for the purpose of establishing and maintaining domination by one racial group of persons over any other racial group of persons and systematically oppressing them</li></li></ul><li>
  18. 18. Ethnic Cleansing<br /><ul><li>the attempt to create ethnically homogeneous geographic areas through the deportation or forcible displacement of persons belonging to particular ethnic groups. </li></li></ul><li>
  19. 19.
  20. 20. Genocide<br />the deliberate and systematic destruction of a group of people because of their ethnicity, nationality, religion, or race.<br />
  21. 21. Acts of Genocide<br /><ul><li>Killing members of the group;
  22. 22. Causing serious bodily or mental harm to members of the group;
  23. 23. Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;.</li></li></ul><li><ul><li>Imposing measures intended to prevent births within the group;
  24. 24. Forcibly transferring children of the group to another group</li></li></ul><li>
  25. 25.
  26. 26. Progmmatic-Political<br /><ul><li>Usage of multiculturalism refers to the specific policies developed to respond and manage ethnic diversity</li></li></ul><li>Canadian Multicultural Policy<br />officially recognizes the importance of Canada’s multicultural heritage and states that the heritage must be preserved and promoted;<br />recognizes the rights of Aboriginal peoples in Canada;<br />states that while English and French remain the only official languages of Canada, other languages can be spoken;<br />
  27. 27. states that all Canadian citizens have equal rights, regardless of any differences they might have and regardless of skin colour, religion, country of birth, ethnic background, etc.; and<br />recognizes the right of ethnic, linguistic, and religious minorities to keep their cultures, languages, and religious practices.<br />
  28. 28. Multicultural Education <br />
  29. 29. Multicultural Education<br /><ul><li>Field of study and an emerging discipline whose major aim is to create equal educational opportunities from racial, ethnic, social class and cultural groups</li></li></ul><li>James Banks’ Goals of ME:<br />To transform school so that male and female students, exceptional students from diverse cultural, social-class, racial and ethnic groups experience an equal opportunity to learn. <br />
  30. 30. To help students to acquire knowledge, attitudes and skills needed to function effectively in pluralistic democratic society <br />To help students to acquire knowledge and commitments needed to make reflective decisions <br />
  31. 31. To promote democracy and democratic living<br />To help students develop more positive attitudes toward different racial, ethnic, cultural and religious groups.<br />
  32. 32.
  33. 33. Four Approachesin Achieving Multicultural Education<br />
  34. 34. 1. Contributions Approach<br /><ul><li>The ethnic heroes and holidays are included in the curriculum. </li></li></ul><li>
  35. 35. What’s With The Pic?<br />February 25<br />
  36. 36. November 30<br />
  37. 37. 2. Additive Approach<br /><ul><li>A unit or course is incorporated but no substantial change is made to the curriculum as a whole </li></li></ul><li>Add a Name <br />
  38. 38.
  39. 39.
  40. 40.
  41. 41. 3. Transformation Approach <br /><ul><li>Students are taught to view events and issues from diverse ethnic and cultural perspectives.</li></li></ul><li>4. Social Action Approach<br /><ul><li>Students not only learn to view issues from multiple perspectives but also become directly involved in solving related problems.</li></li></ul><li>Multicultural Education is a progressive approach for transforming education that holistically critiques and addresses current shortcomings, failings and discriminatory practices in education. <br />
  42. 42.
  43. 43.
  44. 44. Shared Ideals <br />Every student must have an equal opportunity to achieve her or his full potential<br />Every student must be prepared to competently participate in an increasingly intercultural society<br />
  45. 45. Teachers must be prepared to effectively facilitate learning for every individual student<br />Schools must be active participants in ending oppression of all types<br />Education must become more fully student-centered<br />
  46. 46. Educators, activists and others must take a more active role in reexamining all educational practice and how they affect the learning of all students <br />

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