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Issues in curriculum
- 1. Issues in Curriculum: Multicultural Education Elif Kalemdaroglu
- 2. Multicultural education Common misconceptions: Same region=Common culture Same family=Same values Authentic resources Only racial and ethnic issues
- 3. Current demographics 46% of minority students nation- wide 80% White teachers nation wide Racial gaps in academics and student discipline 20% minority school administrators nation-wide 106,590 ESL students in Virginia More than 50% minority students in Virginia Virginia #31 on teacher diversity
- 4. Impact of multicultural education Changes in demographics=changes in curriculum Teacher biases Teacher-student relationships Different communication and learning styles Teacher training School climate
- 5. Examples of differences Body language Conversational distance Different motivators Cultural differences within same region, religion
- 6. Curriculum as transformation Study of contributions of all Similar to inquiry based curriculum Problem based instruction Cooperative learning Discussions
- 7. Progressivism Democratic Active learning Teacher as a guide Problem solving Student interests Application of real life scenarios Cross-curriculum teaching
- 8. Social constructivism CULTURAL COMPETENCY MULTICULTURAL EDUCATION GLOBALIZATION OF EDUCATION SOCIAL PLATFORM PART OF EDUCATION GUIDE MEANING CONSTRUCTION
- 9. Critical theorist Socioeconomic differences Poverty Multicultural education Racial academic gap Racial student disciplinary gap Equity in resources
- 10. Teaching Strategies Use of multiple intelligences Rigorous research Teacher preparation Use of various perspectives in teaching Community learning Use of technology
- 11. References Aldridge, J., & Goldman, R. L. (2007). Current issues and trends in education. Boston, MA: Pearson/Allyn and Bacon. Anderson, M. (2016, June 21). Where Are All the Principals of Color? The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2016/06/principals-of-color/488006/. Jones, J. R. (2015). Infusing multicultural education into the curriculum: Preparing pre-service teachers to address homophobia in K-12 schools. International Journal of Multicultural Education, 17(3), 107. doi:10.18251/ijme.v17i3.934 Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2016). Curriculum leadership: Strategies for development and implementation (4th ed.). [Vital Source Bookshelf]. Retrieved from https://phoenix.vitalsource.com/ Hutchison, C. B., Wiggan, G., & Starker, T. (2014). Curriculum violence and its reverse: The under-education of teachers in a pluralistic society and its implications for the education of minority students. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 11(1), 85.
- 12. References Glatthorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2016). Curriculum leadership: Strategies for development and implementation (4th ed.). [Vital Source Bookshelf]. Retrieved from https://phoenix.vitalsource.com/ Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives, 5(4), 3-9. doi:10.1207/S15327892MCP0504_2 Kuby, C. R. (2013). Personal Histories and Pedagogical Decisions: Using Autoethnographic Methods to Unpack Ideologies and Experiences. Teaching & Learning, 27(1), 3-18. Lin, L. G., & Ward, C. L. (2011). The integration of Web2Quest technology into multicultural curriculum in teacher education: A potential for globalization. International Journal of Online Pedagogy and Course Design (IJOPCD), 1(2), 46-59. doi:10.4018/ijopcd.2011040104 Lindsay, C. A., & Hart, C. M. D. (2017). Teacher race and school discipline. Education Next, 17(1) Retrieved from https://search- proquest.com.contentproxy.phoenix.edu/docview/1865859644?accountid=134061 Morgan, H. (2010, Winter). Improving schooling for cultural minorities: The right teaching styles can make a big difference. Educational Horizons, 114-120. Ormrod, J. (2016). Human Learning (7th ed.) Boston, MA: Pearson.
- 13. References Plough, I. C. (2016). Cultures & languages across the curriculum. Multicultural Education, 23(2), 46-51. Retrieved from https://search-proquest- com.contentproxy.phoenix.edu/docview/2018570449?accountid=134061 Van den Bergh, L., Denessen, E., Hornstra L., Voeten, M., and Holland, R. (2010, June). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2). Pp. (597-527). doi:org.contentproxy.phoenix.edu/10.3102/0002831209353594 U.S. Department of Education. (2018). National Center for Education Statistics, Schools and Staffing Survey (SASS). Retrieved from: https://nces.ed.gov/programs/coe/indicator_clr.asp#info Zeichner, K. (2010). Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher. Teaching and Teacher Education, 26(8), 1544- 1552.
Editor's Notes
- What is it? Aldridge and Goldman (2006) discussed several misconceptions about multicultural education that impact student learning as well as teacher-student relationships. Aldridge and Goldman (2006) indicated the beliefs that individuals from the same region share a common culture, family members have the same members, there is no authentic resources to support multicultural education and multicultural education only addresses racial and ethnic issues are some of the major misconceptions. Multicultural education informs learners not only about racial, ethnic, religious differences but also teaches about gender, and socioeconomic diversity.
- U. S. Department of Education, National Center for Education Statistics, Schools and Staffing (SASS, 2018) reported that while 54% of students were White and 46% represented a combination of Black, Hispanic, Asian and other non-White races. In the report, 84% of the teacher population in 1999-2000 were White. That number declined to 80% in 2015-2016 school years and made room for a slight increase in minority teacher numbers. Anderson (2016) stated that in 2011-2012 school year, there was an immense racial and ethnic gap in school principals as 80% of school administrators were White, 10 % were Black and 7% were Hispanic while 3% were from other ethnic groups. The racial gap in school administration may be correlated to racial disparity in the student disciplinary actions. According to U.S. Department of Education, Civil Rights Data Collection (2018), for the school year 2013-2014, out of 1,275,691 total students, 716,414 of them were Black, Hispanic, Asian, American Indian, Pacific Islander, and two-or-more races with only 106,590 being identified as English Language Learners. In addition, U.S. Department of Education (2018) listed Virginia as 31 on the teacher diversity index. The gap between teacher and student race and ethnicity, the gap in student achievement and discipline is alarming. The large diversity gap in Virginia is not only a social concern but an academic one as well.
- Glatthorn et al. (2016) discussed the changing history of curriculum based on social and cultural shifts in United States and indicated the emergence of multicultural education beginning 1980s. Supported by progressive educational theory, the push for multicultural education is varies from state to state. In addition, Glatthorn et al. (2016) indicated that majority of states do not mandate multicultural education teaching, curriculum or teacher training although there is recommendation to include it through curriculum. Van den Bergh, Denessen, Hornstra, Voeten, and Holland (2010) concluded that differential teacher expectations due to implicit and explicit biases based on students’ race and the ethnic achievement gaps pose societal problems around the globe; and United States is not an exception. Every Student Succeeds Acts (ESSA), signed by President Obama in 2015 in combination with No Child Left Behind (PL 107-110) calls for accountability in higher student achievement and equity in providing resources for disadvantaged and high needs students. It is imperative to remember the need for students to connect with teachers and adults in school settings to promote academic achievement and lower discipline related issues should be taken into consideration. Morgan (2010) stated “one reason minority students are likely to encounter more problems in schools than mainstream students involves incomplete knowledge of minority students’ learning and communication styles” (p. 114) and added the misconception about minority students’ learning styles can lead to conflicts and low academic achievement. Morgan (2010) added that requiring students to follow a particular style of teaching may create favoritism and inadvertently become discriminative. It is difficult for 80% of teachers-noted as White in Virginia, to be able to relate to the total of 56.2% of minority students with races ranging from Black, Asian to two-or-more. Although Virginia Standards for Teachers include section on Classroom Climate, observation of this standard is not only difficult to define but is also very objective. Being able to relate to minority students, develop instructional materials and differentiate according to cultural and ethnic variances poses a challenge for many teachers, clearly observed from the achievement gap on various races on Standards of Learning assessments. Lindsay and Hart (2017) suggested that cultivating a teaching workforce that is reflective of changing student demographics is critical to narrow racial gap in discipline outcomes. Teachers not only impact the way curriculum taught within their classrooms but also the student-school relationship, consequently the overall student climate. Kuby (2013) stated “there is a need for teachers to unpack their own beliefs, ideologies, and experiences that shape who they are before learning how to respond to a diverse classroom of children who live in an unjust world” (p. 3).
- Morgan (2010) indicated students of different cultures are taught not to make eye contact and to look down. In addition, some cultures encourage close proximity and touching in conversations while other cultures refrain. Furthermore, cultural differences also impact motivation as some cultures discourage tangible rewards and put emphasis on intrinsic motivators. Another differences is to bear in mind is not all students from the same region or religion share the same values. For example, not all Muslim students speak Arabic or not all Arabic students have the same socioeconomic backgrounds.
- Aldridge and Goldman (2006) describe curriculum as transformation as “curriculum is designed so that students can study how people or other living creatures make a difference in the world” (p. 110). Aldridge and Goldman (2006) indicated while curriculum as transformation is similar to inquiry based curriculum. Both curriculum models require high student interaction, encourage exploration and is based on student interest. However, in both of the curriculum models, students use application skills. Lin and Wang (2011) stated “transformation approach changes the structure of the curriculum and encourages to view concepts, issues, themes, and problems from several ethnic perspectives (p. 49).
- In his description of progressivism as educational theory, Gutek (2004) stated that it “allows students to create their own beliefs and values through reflection on their interactions with the environment” (p. 301). Labaree (2005) further noted that progressivism theory of education promotes community values through “cooperation, tolerance, justice and democratic equality. In the shorthand of educational jargon, this adds up to ‘child-centered instruction’, ‘discovery learning’ and ‘learning how to learn’” (p. 277). Through integration of multicultural curriculum, students can better form connections to real world, assess social injustice and learn to become tolerant of differences.
- Ormrod (2016) described social constructivism as learners forming their own meanings through cooperative work and interaction. With increased use of technology in teaching, in addition to problem based learning strategies students are able to work collaboratively more than before. Although Aldridge and Goldman (2006) stated “constructivist theory has not adequately addressed either individual differences or cultural and contextual contributions to development and education” (p. 98), students are able to construct meaning through interactions with students of various cultures. If teachers are trained properly on multicultural education and provide students with various learning opportunities to engage with one another through collaboration center activities, learning would become not only about the content but also about becoming culturally competent individuals. The interaction between students and teachers also shape learning. Hutchison, Wiggan and Starker (2014) stated that “American teachers are struggling to teach students of color” (p. 86). Furthermore, Hutchison et al. (2014) added that the failure of teachers not being able to form positive relationships with students due to cultural differences and lack of understanding of cultural differences lead to negative interactions, especially at high needs schools; increasing the chances of students to be disciplined, disengage from schooling and drop up. In addition, Lin and Ward (2011) concluded that learners can benefit from different perspectives in constructing meaning.
- Gutek (2004) described critical theory in relation to education as bringing consciousness and transformative changes in society through educational institutions. In particular, examining hidden curriculum, equitable resources and services for disadvantaged students. Gutek (2004) stated “critical theorists seek to raise the consciousness of the marginalized groups and to give them the tools needed for their own empowerment” (p. 326). It is critical for educators to understand the social factors that impact students. Ormrod (2015) and Hardiman (2012) discussed the role of prior knowledge in learning; however, educators cannot assume students come with same prior knowledge. According to United Stated Census Bureau (2015), Blacks, Hispanics and other minority are the lowest earning racial groups with the exception of Asians. The income difference between families has impact on students’ learning. Engle and Black (2008) stated that "low income families often have limited education, reducing their ability to provide a responsive stimulating environment for their children. Parents who are better educated or have access to financial resources invest in their children through educationally enhancing materials (such as books) and activities (reading), thus protecting their children from the effects of poverty” (p. 247). It is crucial for educators not to assume that all students would come with same prior knowledge, to employ multicultural teaching strategies and activities to bring social awareness in the classroom. Milner (2013) added that “Consistent across these theories about instructional practices is the importance of teacher learning and understanding of the background and lived experiences of students. In particular, teachers are challenged to develop tools to inquire and learn about the outside-of-school aspects of students, their families, and communities” (p. 38). Hutchison, Wiggan and Starker (2014) stated historical contributions of minority is under-represented and the lack of teachers’ understanding of different cultures, particularly Black students, contributes to the racial academic gap and under education of Black students.
- Morgan (2010) suggested the use of Howard Garnder’s multiple intelligences to address different learning styles. Logical-mathematical, linguistic, musical, spatial, bodily kinesthetic, interpersonal, naturalistic, and intrapersonal intelligences, as Morgan (2010) suggest would provide variety of ways to tap into students’ strengths and keep them engaged. Plough (2016) stated increased cultural awareness could be established through integration of “rigorous and informative research” that is interwoven with content (p. 50). Zeichner (2010), Lin and Ward (2011), Hutchison, Wiggan and Starker (2014) called for better teaching preparation to address the needs of learners of various cultural backgrounds to fight against the racial disparity in academics. Jones (2015) concluded using resources and writers that reflect different perspectives rather than the traditional prescribed curriculum can impact classroom culture. Lin and Ward (2011) suggested use of technology and community learning opportunities to expose students to other cultures and experiences.