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Goals

  • To have every student achieve to his or her potential.
  • To learn how to learn and to think critically.
  • To encourage students to take an active role in their own education by bringing their stories and experiences into the learning scope.
  • To address diverse learning styles.
  • To appreciate the contributions of different groups who have contributed to our knowledge base.
  • To develop positive attitudes about groups of people who are different from ourselves.
  • To become good citizens of the school, the community, the country, and the world community.
  • To learn how to evaluate knowledge from different perspectives.
  • To develop an ethnic, national, and global identity.
  • To provide decision-making skills and critical-analysis skills so the students can make better choices in their everyday lives.

Principles

(Adpated from: Gordon and Roberts, Report of social studies syllabus review and development committee, 1991)

  • The selection of subject matter content should be culturally inclusive, based on up-to-date scholarship. This inclusivity shouldincorporate opposing opinions and divergent interpretations.
  • The subject matter content selected for inclusion should represent diversity and unity within and across groups.
  • The subject matter selected for inclusion should be set within the context of its time and place.
  • The subject matter selected for inclusion should give priority to depth over breadth.
  • Multicultural perspectives should infuse the entire curriculum, pre K-12.
  • The subject matter content should be treated as socially constructed and therefore tentative - as is all knowledge.
  • The teaching of all subjects should draw and build on the experience and knowledge that the students bring to the classroom.
  • Pedagogy should incorporate a range of interactive modes of teaching and learning in order to foster understanding (rather thanrote learning), examination of controversy, and mutual learning.

Required Reading PDF:

The IS and the ISN'T of Multicultural Education

Reflecting on personal multiculturalism

Things I Can Do - adapted from Edchange

  • It is important to be aware of one's own identity and how one expresses it.
  • It is important to ask questions of others to find out if I am being sensitive to their needs. It is important to invite feedback about how Iam being perceived.
  • It is important that I see what the results may be of my actions in terms of who may be excluded or included. I must consider all my students asequals, so if my actions favor one kind of student over another, I am discriminating and must change my behavior.
  • If I am not connecting with particular kinds of students, it is my responsibility to find out why and to accept feedback on how to be moreinclusive.
  • I must extend myself to teachers who are different from me (in terms of race, ethnicity, sexual orientation, gender, religion, firstlanguage, disability, and other identities). These can be valuable relationships of trust and honest critique.
  • I must listen actively to what students have to say about how they view me.
  • I can always learn more as a student myself, especially of the culture and background of my students. In doing so, I can include my newlearnings into lessons so that students feel included and validated and see how their culture has values.
  • It is easy to blame students for failure. A sensitive teacher must take responsibility for such failure and work extra hard to help thatstudent succeed. Many of the issues having to do with poor achievement may reflect inattention to a student's cultural needs.
  • I can celebrate myself as an educator and total person. I can, and should, also celebrate every moment I spend in self-critique, howeverdifficult and painful, because it will make me a better educator. And that is something to celebrate!

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Course 4: culture for understanding. OpenStax CNX. Mar 13, 2006 Download for free at http://cnx.org/content/col10334/1.10
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