3. • BANKS AND BANKS (1995) – define multicultural
education as a field of study and an emerging
discipline whose major aim is to create equal
educational opportunities from diverse racial, ethnic,
social class, and culture.
• JAMES BANKS (2001) – the primary goal of
multicultural education is to transform the school so
that male and female students, exceptional students,
and students from diverse cultural, social-class, racial
and ethnic groups experience an equal opportunity to
learn.
• Multicultural education is a process because its
goals are ideals that teachers and administrators
should constantly strive to achieve.
6. Content Integration
Deals with the extent to which
teachers use examples and
content from a variety of
cultures in their teaching.
7. Knowledge Construction
Teacher helps the students
understand, investigate, and
determine how the biases,
frames of references, and
perspectives within a discipline
influence the ways in which
knowledge is constructed.
8. Prejudice Reduction
Describes lessons and activities
used by teachers to help
students develop positive
attitudes towards different
racial, ethnic and cultural
groups.
9. Equity Pedagogy
Exists when teachers modify
their teaching ways that will facilitate
the academic achievement of students
from diverse racial, cultural and
social class groups.
10. Empowering School
Culture
The culture and organization of
culture are transformed in ways that enable
students from diverse racial, ethnic, and
gender groups to
experience equality and
equal status.
12. SUBCULTUR
E
Sociologists define subculture as cultural
patterns that set apart some segment of a
society’s population.
Subcultures can be based on age,
ethnicity, residence, sexual preference,
occupation, and many factors.
Sometimes , the special cultural traits of a
particular group are too numerous and too
interwoven to be called specialties.
13. Main Types of
Subculture
1. REACTIVE- the members of a
particular sub-cultural group develop
norms and values that are both a
response to and opposition against
the prevailing norms and values that
exist in a predominantly middle-class
or conventional culture.
2. INDEPENDENT- when members of
the group hold a set of norms and
beliefs that are “self contained” and
specific to the group.
14. An individual’s place in society can
be looked at on two basic levels:
1. In terms of a general sense of
culture. What it means to people, for
example, to be English, French,
American, etc.
2. In terms of a specific sense of
subcultures. That is, the various
groups we belong to involve particular
sets of norms that apply only when we
participate in these groups.
15. COUNTERCULTU
RE
Exist when a subculture
adopts values and beliefs
that are predominantly in
opposition to those of larger
society.
16. Functions of
Subcultures
PERMITTING SPECIALIZED ACTIVITY - because
subcultures (particularly occupational subcultures)
carry the knowledge necessary to perform specialized
tasks, they are essential to the division of labor
which is essential in any society which is becoming
larger and more complex.
IDENTITY IN MASS SOCIETY – subcultures also
provide a source of identity in mass society, thus
preventing feelings of isolation and anomie.
CULTURAL ADAPTATION AND CHANGE – another
important function of subcultures is to serve as a
source of adaptation to society. Often a subculture is
the mechanism through which cultural diffusion
occurs.
18. 1. It is a field of study and an
emerging discipline whose major aim
is to create equal educational
opportunities from diverse racial,
ethnic, social class, and culture.
a) Social Dimensions
b) Multicultural Education
c) Cultural Education
d) Intercultural Education
19. 2. Who created the five dimensions of
multicultural education?
a) John Locke
b) Ivan Pavlov
c) James Banks
d) Bruno Skinner
20. 3. Which of the following is NOT a
dimension of multicultural education?
a) Content Integration
b) Equity Pedagogy
c) Knowledge Construction
d) Identity in Mass Society
21. 4. Which dimension of multicultural
education deals with the extent to
which teachers use examples and
content from a variety of cultures in
their teaching?
a) Content Integration
b) Equity Pedagogy
c) Knowledge Construction
d) Identity in Mass Society
22. 5. Which dimension of multicultural
education exists when teachers modify
their teaching ways that will facilitate
the academic achievement of students
from diverse racial, cultural and social
class groups?
a) Content Integration
b) Equity Pedagogy
c) Knowledge Construction
d) Identity in Mass Society
23. 6. It is a cultural patterns that set
apart some segment of a society’s
population?
a) Subculture
b) Culture
c) Counterculture
d) Multiculture
24. 7. It exist when a subculture adopts
values and beliefs that are
predominantly in opposition to those
of larger society?
a) Subculture
b) Culture
c) Counterculture
d) Multicultural
25. 8. What type of subculture wherein the
members of the group hold a set of
norms and beliefs that are “self
contained” and specific to the group?
a) Reactive
b) Independent
c) In terms of a general sense
of culture
d) In terms of a specific sense of
subcultures
26. 9. It is the special cultural traits of a
particular group that are too
numerous and too interwoven.
a) Superpowers
b) Profession
c) Expertise
d) Specialties
27. 10. What function of subculture provide
a source of identity in mass society,
thus preventing feelings of isolation
and anomie?
a) Permitting Specialized Activity
b) Identity in Mass Society
c) Cultural Adaptation And Change
d) Empowering School Culture
28. Bonus Points!!!
What are the 5 Dimensions of
Multicultural Education? (1pt. each)
What are the 2 Main Types of
Subculture (1pt. each)
What are the 3 Functions of
Subculture? (1pt. each)
31. Key Answers
5 Dimensions of Multicultural
Education
1. Content Integration
2. Knowledge Construction
3. Prejudice Reduction
4. Equity Pedagogy
5. Empowering School Culture
32. Key Answers
Main Types of Subculture
1. Reactive
2. Independent
3 Functions of Subculture
1. Permitting Specialized Activity
2. Identity in Mass Society
3. Cultural Adaptation And Change
