Multicultural education aims to create equal opportunities for all students and transform education. It critiques discriminatory practices and addresses shortcomings in education. It has goals like preparing students for a diverse society and helping students from all backgrounds succeed. Multicultural education has dimensions like incorporating diverse cultures into lessons, examining how knowledge is socially constructed, and empowering all student groups. Student subcultures form around shared identities and experiences, and fulfill functions like allowing specialized activities and providing identity. Culturally responsive teaching recognizes student diversity, builds on cultural backgrounds, and accommodates different learning styles.

1. CULTURAL
CHANGES
Christine May P. Petajen
Louie A. Sicio
Kia S. Soneja

2. CULTURAL CHANGES
Multiculturalism
 Multicultural Education
 Dimensions of Multicultural Education
Subcultures
- Growth of Student Subcultures
- Functions of Subcultures
 Cultural Dimensions of Learning
 Culturally Responsive Teaching

3. MULTICULTURAL

4. Multiculturalism
Multicultural Education is at least three things:
 An idea or concept
 An educational reform movement
 A process

5. Multiculturalism
 A theory about the foundations of a culture rather than a
practice which subsumes cultural ideas
 Harrison (1984)
 A systematic and comprehensive response to cultural and
ethnic diversity, with educational, linguistic, economic and
social components and specific institutional mechanisms
 A policy that emphasizes the unique characteristics of
different cultures especially as they relate to one another in
receiving nations.

6. Multiculturalism
Advantages of Multiculturalism
Lead cultural exchanges
Add variety in the life of all citizens
Bridges the chasm of ignorance and
arrogance

7. Multiculturalism
Disadvantages of Multiculturalism
Brings anxiety to stability of national
identity
Creates national disunity
Questionable loyalties

8. 1. Demographic-Descriptive
2. Ideological-Normative
3. Programmatic-political
Three Referents of
Multiculturalism

9. Demographic-Descriptive
Occurs where the word multicultural refers
to the existence of linguistically, culturally
and ethnically diverse segments in the
population of a society

10. Different Cultures in the
Philippines

11. Ideological-Normative
This usage of multiculturalism constitutes a
specific focus towards the management
and organization of governmental
responses to ethnic diversity

12.  Exclusion
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.
 Apartheid
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

13.  Ethnic cleansing
the attempt to create ethnically homogeneous
geographic areas through the deportation or forcible
displacement of persons belonging to particular ethnic
groups.
 Genocide
the deliberate and systematic destruction of a group of
people because of their ethnicity, nationality, religion, or
race.

14. Programmatic-political
Usage of multiculturalism refers to the
specific policies developed to respond and
manage ethnic diversity

15. Multicultural
Education

16. Multicultural Education
 Field of study and an emerging discipline
whose major aim is to create equal
educational opportunities from racial, ethnic,
social class and cultural groups
 Banks and Banks (1995)
• a progressive approach for transforming
education that holistically critiques and
addresses current shortcomings, failings and
discriminatory practices in education.

17. A progressive approach for transforming
education that hollistically critiques and
addresses current shortcomings, failings and
discriminatory practices in education
4–17Copyright © Houghton Mifflin Company. All rights reserved

18. Goals of Multicultural Education
 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.
 To help students to acquire knowledge,
attitudes and skills needed to function
effectively in pluralistic democratic society

19. Goals of Multicultural Education
 To help students to acquire knowledge and
commitments needed to make reflective
decisions
 To promote democracy and democratic living
 To help students develop more positive
attitudes toward different racial, ethnic, cultural
and religious groups.

20. Four Approaches in
Achieving Multicultural
Education

21. Level 4: SOCIAL ACTION
Students make decisions about their
world and become directly involved in
social actions
Level 3: TRANSFORMATION
Curriculum is changed so that
students see the world from the
different perspective of various groups
Level 2: ADDITIVE
Special units and topics about various
groups are added to, but not
fundamentally alter the curriculum
Level 1: CONTRIBUTIONS
Heroes, holidays and food become a
special focus on a particular day,
recognizing the contributions of
various groups

22.  Every student must have an equal opportunity to
achieve her or his full potential
 Every student must be prepared to competently
participate in an increasingly intercultural society
 Teachers must be prepared to effectively facilitate
learning for every individual student
Shared Ideals of Multicultural
Education

23.  Schools must be active participants in ending
oppression of all types
 Education must become more fully student-
centered
 Educators, activists and others must take a more
active role in reexamining all educational practice
and how they affect the learning of all students
Shared Ideals of Multicultural
Education

24. - Dr. James A. Banks
 Content Integration
 Knowledge Construction Process
 Prejudice Reduction
 Equity Pedagogy
 Empowering School Culture and Social
Structure
Dimensions of Multicultural
Education

25. Content Integration
 deals with the extent to which teachers use
examples and content from a variety of
cultures, and groups to illustrate key concepts,
generalizations, and issues within their subject
area or disciplines

26. Knowledge Construction
Process
 describes how teachers help students to
understand, investigate, and determine how the
biases, frames of reference, and perspectives
within a discipline influence the ways in which
knowledge is constructed within it

27. Prejudice Reduction
 describes lessons and activities used by teachers
to help students to develop positive attitudes
towards different racial, ethnic, and cultural
groups

28. Equity Pedagogy
 exists when teachers modify their teaching in
ways that will facilitate the academic achievement
of students from diverse racial, cultural, and social
class groups

29. Empowering School Culture and
Social Structure
 is created when the culture and organization of
the school and transformed in ways that enable
students from diverse racial, ethnic, and gender
groups to experience equality and equal status

30. SUBCULTURE

31.  refers to cultural patterns that set apart some
segment of a society’s population
 can be based on age, ethnicity, residence,
sexual preference, occupation, and many
factors
 are much smaller groups formed within a
society

32. • A subcultural group can develop around
number of social activities (family, work,
education, religion, geographic region, and so
forth).
• They must have opportunities for
communicating with one another, both directly
(face-to-face contact) and indirectly (through
The Growth of Student
Subcultures

33. Subculture Sociologically
 refers to a group of people whose behavior has
features that set apart from the wider (or dominant)
culture of the society in which it develops
 they retain links to and features of the wider culture
The Growth of Student
Subcultures

34. Two Main Types of Sub-cultural Groups
 Reactive
- members of subcultures do not necessarily reject the
dominant culture, but they embrace their own culture as
valid and important
 Independent
- while actively participating in the dominant culture, they
often participate in a subculture containing shared norms
and values
The Growth of Student
Subcultures

35.  Some groups of people share a particular way of life and
we term these smaller groups subculture.
Example:
being a part of “college student subculture”
 You chose to join a particular subcultural group with its
own particular way of life. But it doesn’t mean that you
cannot be a part of other sub-cultural groups or indeed the
society as a whole.
The Growth of Student
Subcultures

36.  Deviant Cultures
- subcultures that directly oppose dominant
norms and values
 Countercultures
- subcultures that are oriented toward
challenging dominant culture or deliberately
trying to change it
The Growth of Student
Subcultures

37.  Dominant Culture
- refers to the values, norms, and practices of the group
within society that is most powerful in terms of wealth,
prestige, status, and influence.
 Subculture
- is a group within society that is differentiated by its
distinctive values, norms, and lifestyle.
The Growth of Student
Subcultures

38. 1. Permitting specialized activity
2. Identity in mass society
3. Cultural adaptation and change
Functions of Subcultures

39.  Children of various cultures may think and act differently
and carry these differences into the classroom.
 Helping children of various cultures to achieve as fully as
possible, while simultaneously adapting to each other,
demands innovative strategies on the part of the parents,
teachers, and administrators.
Cultural Dimensions of Learning,
Teaching and Educational Processes

40. Culturally Responsive
Teaching

41. Culturally responsive Instruction covers
areas related to:
 Inclusive content in the curriculum that reflects
the diversity of society.
 Students’ prior knowledge, including their
culture and language.
 The idea that culture is central to student
learning because there is strong evidence that
cultural practices affect thinking process.

42. Culturally Responsive Teaching
encompass elements such as:
 Active teaching methods that promote students
engagement
 Teacher as facilitator
 Positive perspectives on parents and families
of culturally and linguistically diverse students.
 Culturally sensitive

43. Culturally Responsive Teaching
encompass elements such as:
 Reshaping the curriculum so that it is culturally
responsive to the background of students.
 Culturally mediated instruction that is
characterized by the use culturally mediated
cognition, culturally appropriate social
situations for learning, and culturally valued
knowledge in curriculum content.
 Small group instruction and academically-
related discourse

44. Culturally responsive teaching
acknowledges cultural diversity in
classrooms and accommodates this
diversity in instruction.

45. It does this in three important ways:
1. By recognizing and accepting student diversity, it
communicates that all students are welcome and
valued as human beings.
2. by building on students’ cultural backgrounds,
culturally responsive teaching communicates
positive images about the students’ home cultures.
3. By being responsive to different student learning
styles, culturally responsive teaching builds on
students’ strengths and uses these to help students
learn.

46. THANKS
FOR
LISTENING!
  

47. COOPERATIV
E LEARNING
ACTIVITY