Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.

1. Discussant: Dannilyn P. Manayan

2. MULTICULTURALISM
According to Harrison (1984), multiculturalism is a theory about the
foundations of a culture rather than a practice which only includes
cultural ideas.
Multiculturalism is a systematic and comprehensive response to
cultural and ethnic diversity, with educational, linguistic, economic
and social components and specific institutional mechanisms.

3. MULTICULTURALISM
Multiculturalism as a model of democratic policy response to culture
and ethnic diversity is of to UNESCO.
Multiculturalism is a policy that emphasizes the unique characteristics
of different cultures, especially as they relate to one another in
receiving in nation.

4. MULTICULTURALISM
A theory on the
foundations of
culture
A theory on the
foundations of
culture
A policy that shows
unique
characteristics and
relations of different
culture
A policy that shows
unique
characteristics and
relations of different
culture
Under the
banner of
UNESCO
Under the
banner of
UNESCO
A systematic
response in
achieving
universal respect
A systematic
response in
achieving
universal respect

5. ISSUES ON

6. Argument No. 1:
Multicultural
Education
is only
for “the
others”.
“…ME is not an ethnic or gender-specific movement. It is a
movement designed to empower all students to become
knowledgeable, caring, and active citizens in a deeply troubled
and ethnically polarized nation and world.”

7. Multicultural
Education
is only
for “the
others”.
“…only when education reform on diversity is viewed essential to
ALL students and promote the broad public interest, only then it
will have a chance of becoming institutionalized…”
Argument No. 1:

8. Argument No. 2:
Multicultural
Education
will
divide the
nation.
“The claim that multicultural education will divide the nation
assumes that the nation is already united.”

9. Argument No. 2:
Multicultural
Education
will
divide the
nation.
“Multicultural education is designed to help unify a deeply divided
nation rather than to divide a highly cohesive one. Multicultural
education supports the notion of e pluribus unum -- out of many, one.

10. “E pluribus unum”– out of many, one
The multiculturalists
view e pluribus
unum as an
appropriate national
goal, but they believe
that the unum must
be negotiated,
discussed, and
restructured to reflect
the nation's ethnic
and cultural diversity.

11. M U L T I C U L T U R A L
EDUCATION
Multicultural education is progressive approach for transforming
education that holistically critiques and addresses current
shortcomings, failings and discriminatory practices in education.

12. M U L T I C U L T U R A L
EDUCATION
Multicultural education acknowledges that schools are essential to
laying the foundation for the transformation of society and the
elimination of oppression and injustice.

13. Despite a multitude of differing conceptualizations of
multicultural education, these ideals are all, at their roots,
about these transformations:
• Every student must have an equal
opportunity to achieve his or her full
potential.
• Every student must be prepared to
competently participate in an increasingly
intercultural society.

14. Remember DepEd’s Vision?

15. Mission?

16. Therefore…
 Teachers must be prepared to effectively
f_ c _ L ______ learning for every individual
student, no matter how culturally similar or
d _ f _ r ___ from themselves.

17. Therefore…
 Teachers must be prepared to effectively
f_ c _ L ______ learning for every individual
student, no matter how culturally similar or
d _ f _ r __ from themselves.
facilitate
different

18. Also…
 Schools must be a _ t ___ participants in ending
oppression of all types, first by ending oppression within
their own walls, then by producing socially and critically
active and a _ _ r _ students.

19. Also…
 Schools must be a _ t ___ participants in ending
oppression of all types, first by ending oppression within
their own walls, then by producing socially and critically
active and a _ _ r _ students.
active
aware

20. And…
 Educators, activists and other must take a more active
r _ l _ in reexamining all educational practices and how
they a _ f ___ the learning of all students :
testing methods, teaching approaches, evaluation
and assessment, school psychology and counseling.

21. And…
 Educators, activists and other must take a more active
r _ l _ in reexamining all educational practices and how
they a _ f ___ the learning of all students :
testing methods, teaching approaches, evaluation
and assessment, school psychology and counseling.
role
affect

22. D I M E N S I O N S
OF
MULTICULTURAL

24. 1
ontent
ntegration
It 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.

25. 2
nowledge
rocess
It 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.
onstruction

26. 2
nowledge
rocess
onstruction
•Personal/cultural knowledge consists of the
concepts, explanations, and interpretations that
students derive from personal experiences in their
homes, families, and community cultures.
Ex. IP ignoring education
Ex.2: No feeding, no schooling
Ex.3: Children verbally abused

27. 2
nowledge
rocess
onstruction
* Cultural conflict occurs in the classroom because much
of the personal/cultural knowledge that students from
diverse cultural groups bring to the classroom is
inconsistent with school and teacher knowledge.

28. 2
nowledge
rocess
onstruction
•Popular knowledge is institutionalized by the mass
media and other forces that shape the popular
culture, has a strong influence on the values,
perceptions, and behavior of children and young
people.
Ex. Social media
Ex. Movies watched in the classroom

29. 2
nowledge
rocess
onstruction
• Mainstream academic knowledge is established
within mainstream professional associations.
Ex. Research-based, factual evidences

30. 3
rejudice
It describes lessons
and activities used by
teachers to help students to
develop positive attitudes
toward different racial,
ethnic, and cultural groups.
eduction
Here’s a study!
Generally, at the age
of 4, children start to
be aware of racial
differences and social
preferences.
(1960s social scientists)
Here’s a study!
Generally, at the age
of 4, children start to
be aware of racial
differences and social
preferences.
(1960s social scientists)

31. 4
quity
It exists when
teachers modify their
teaching in ways that will
facilitate the academic
achievement of students
from diverse racial,
cultural, and social class
groups.
edagogy
What class
activities do we
usually use to
meet this?
Ex. Cooperative
Learning

32. 4

33. 5
mpowering School Culture and
This will require the
restructuring of the culture
and organization of the
school so that students from
diverse racial, ethnic, and
social-class groups will
experience educational
equality and a sense of
empowerment.
ocial Structure
Example:
-Adopting
assessment
techniques
(fair for the groups)
Example:
-Adopting
assessment
techniques
(fair for the groups)

35. References:
• http://webapp1.dlib.indiana.edu/virtual_disk_library/index.cgi/4273
355/FID840/eqtyres/erg/111511/1511.htm (Multicultural Education
Development, Dimensions, and Challenges By James A. Banks)
• https://education.uw.edu/cme/view (Multicultural Education: Goals
and Dimensions)
• https://www.slideshare.net/jho_anne/dimensions-of-multicultural-
education?from_action=save (Dimensions of Multicultural Education)
• http://best-sociology-articles.blogspot.com/2016/04/multicultural-
approach-in-classroom.html
• http://best-sociology-articles.blogspot.com/2016/04/multicultural-
approach-in-classroom.html
• https://ejournals.ph/article.php?id=4041

36. THAN
K
YOU!

38. • James Banks’ Goals of ME:
• 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
• to help students to acquire knowledge and
commitments needed to make reflective