This document discusses multicultural education and citizenship education. It defines multicultural education as creating equal opportunities for diverse groups. The goals are educational equity, understanding between groups, freedom, expanded knowledge, and a multicultural perspective. There are five dimensions: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. There are four approaches: contributions, additive, transformative, and social action. Citizenship education educates students to be informed and engaged citizens who participate in society and make positive contributions. It teaches human rights, principles, and responsibilities to develop critical thinking skills.

1. Multicultural Education
многокультурное образование
formazione multiculturale
multikulturelle Ausbildung
educación multicultural
éducation multiculturelle

2. Republic of the Philippines
Western Philippines University
Puerto Princesa Campus
Subject: SOC.TUD. 116
Topic: Multicultural Education
Sub topic: cultural diversity and pluralism;
value orientation of respect of others;
Citizenship of education;
Instructor: Dr. David Perez
Reporters: Jessica U. Tulipat
Mark Daryl B. Valledor

3. Objectives
1.Explain the concepts of multicultural
education.
2. Identify and explain the four approaches
to multicultural education and its
dimensions of multicultural education
3. Described the citizenship of education.
4. Accept the cultural diversity, pluralism and
value orientation of respect of others.

4. What is multicultural education?
Banks and Banks 1995 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 cultural groups.

5. What are the goals of
multicultural education?
• Educational equity
• Intercultural/interethnic/ intergroup
understanding
• Freedom
• Expanded knowledge
• Informed and inquisitive multicultural
perspective

6. Dimensions of multicultural
education
• Content integration
• The knowledge construction process
• Prejudice reduction
• An equity pedagogy
• An empowering school culture and social
structure

7. •Content Integration
–Deals with the extent to which teachers use examples
and content from a variety of cultures and groups to
illustrate key concepts, principles, generalizations,
and theories in their subject area.
•The Knowledge Construction Process
–Describes teaching activities that help students to
understand, investigate, and determine how the
implicit cultural assumptions, frames of references,
perspectives and biases of researchers and textbook
writers influence the ways in which knowledge is
constructed.

8. •Prejudice Reduction
–Helps students to understand how ethnic identity is influenced
by the context of schooling and the attitudes and beliefs of
dominant social groups.
•An Equity Pedagogy
–Exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse
racial, cultural, socioeconomic, and language groups.
–This includes using a wide variety of teaching styles and
approaches that are consistent with the range of learning styles
within various cultures and ethnic groups.

9. •An Empowering School Culture and Social Structure
–This involves restructuring the culture and
organization of the school so that students from
diverse racial, ethnic, socioeconomic, and language
groups experience equality.
–This requires the creation of qualitatively different
relationships among various groups within schools.
Relationships that are based on mutual and reciprocal
respect for cultural differences that are reflected in
school-wide goals, norms, and cultural practices.

10. James Banks say that there are
four Approaches
• Four levels of approaches to Multicultural
Education;
1. The contributions approach
2. The additive approach
3. The transformation approach
4. The social action approach

11. Focuses on holidays, heroes, and
discrete cultural elements
The contributions approach

12. Content, concepts, themes, and
perspectives are added to the
curriculum without changing its
structure
The additive approach

13. The structure of the curriculum is
changed to enable students to view
concepts, issues, events, and
themes from the perspective of
diverse ethnic and cultural groups.
The transformation approach

14. Students make decisions on
important social issues and take
actions to help solve them.
The social action approach

15. CULTURAL DIVERSITY
• A state of having people who are
different races or who have different
cultures in a group or organization
• recognize each individual for his/her
unusual and unique talents or
differences from each others

16. LOGO
Diversity includes:
• People of different genders
• People with diverse ethnic, racial and cultural
backgrounds
• People of different ages and experiences
• People with different abilities
• People with different sexual orientations
• People who practice different religions
• People who speak different languages
• People with different family structures
• People with different educational backgrounds
• People with different work and life experiences

17. What is Pluralism?
• It is a situation in which people of
different social classes, religions,
races, etc, are together in a society
but continue to have their different
traditions and interests

18. LOGO
• pluralism is not diversity alone, but
the energetic engagement with diversity
• pluralism is not just tolerance, but
the active seeking of understanding
across lines of difference
• pluralism is not relativism, but
the encounter of commitments
• , pluralism is based on dialogue

19. Values Orientation
• Focuses more on an abstract core of
ideals such as respect and responsibility
• It shows most effective at creating
ethical reasoning

20. LOGO

21. LOGO
SCHWARTZ VALUE ORIENTATION

22. Citizenship education
• can be defined as educating children,
from early childhood, to become clear-
thinking and enlightened citizens who
participate in decisions concerning
society

23. •confident individuals who are able
to live safe, healthy and fulfilling
lives
• responsible citizens who make a
positive contribution to society
Citizenship Education for the
21st
Century- UNESCO

24. LOGO
• Citizens are members of a state or a
nation
• Citizenship is the process of being such a
member
• It is how we make society work, together
• Citizenship education gives people the
knowledge and skills to understand,
challenge and engage with the main pillars
of our democracy: politics, the economy
and the law
What is citizen all about?

25. LOGO
CITIZENSHIP EDUCATION IS BASED ON
THE DISTINCTION BETWEEN:
• the individual
– as a subject of ethics and law, entitled to all
the rights inherent in the human condition
(human rights); and
• the citizen
–entitled to the civil and political rights
recognized by the national constitution of
the country concerned.

26. LOGO
three main objectives:
• Educating people in citizenship and
human rights through an understanding
of the principles and institutions [which
govern a state or nation];
• learning to exercise one’s judgement
and critical faculty; and
• Acquiring a sense of individual and
community responsibilities

27. LOGO
“citizenship education
means not only
‘educating citizens’
but also ‘training
children for adulthood
and citizenship”

28. Purpose of Citizenship
liberal conception of citizenship suggests
that citizens should have entitlements
necessary for human dignity. It assumes
people act for the purpose of enlightened
self-interest

29. Citizenship education helps to equip
young people to deal with situations of
conflict and controversy
knowledgeably and tolerantly.
It helps to equip them to understand the
consequences of their actions, and
those of the adults around them..
Importance of citizenship education