Slide 1Ideology and TheoriesIdeologiesSlide 4TheoriesSlide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12MULTICULTURAL EDUCATIONFive goals are identified by Gollnick through a review of the literaturePromote: Strength of cultural diversityHuman rights for all personsAlternative life choices for peopleSocial justice and equal opportunityEquity in distribution of powerIdeology and Theories•Ideology: What ought to be.–A change in the social fabric of society.•Theory: How things actually work.–What makes things function and how can this be changed?Ideologies•Cultural Pluralism: Tossed Salad–Maintenance of diversity–Respect for differences–The right to participate fully without giving up identity–“Given the real diversity that exists in American society, how can we learn to support and respect diversity rather than suppress and deny it?” (p. 161)Ideologies•Equal Opportunity: Main pillar of ME–Brown v. Board of Education–Business as usual•Official barriers are removed–Advocates•Equal outcomes needed for opportunity to be equal•All students need the opportunity to achieve in school and have a choice in future without regard to race, gender, language or class statusTheories•Cultural Pluralism (Newman, 1973)–Assimilation (A+B+C=A where A is dominant group)–Amalgamation (A+B+C=D where D is the development of new group incorporating parts of other groups)–Classical Cultural Pluralism (A+B+C=A+B+C where each group maintains identity over time)–Modified Cultural Pluralism (A+B+C=A1+ B1+C1 where shared culture is created while maintaining part of culture)Theories•Cultural Transmission: Cultural values etc. are transmitted through complex interaction of people and institutions (family, school, church, etc.).–Multiple modalities which often conflict–Multiple (sub)cultures•Those from other than the dominant group need access to dominant group culture•All need to be able to function in different cultural settingsAPPLICATIONTeachers implement Multicultural Education lessons through thematic units focusing on the contributions and perspectives of several different microcultures including gender, ethnicity, religion, socioeconomic class, exceptionality, age.THEORY AND IDEOLOGYCULTURAL TRANSMISSION(Anthropology)There are many contexts for cultural transmission.Cultural contexts may be different but transmission process is similar.Educational implications: Show, don’t just tell. Various cultural contexts may have different demands.CURRICULUM AND INSTRUCTIONCurriculumPresentation of diverse perspectives, contributions, and experiencesVisual displays are free of stereotypes and include members of all groups in a positive mannerEmphasis is placed on contemporary cultureInstructional language is nonsexistEndorsement of bilingual educationBackground knowledge and experiences of students are reflected in the curriculumInstruction: PrinciplesCuriosity, ability to learn complex material, ability to perform at high skills levelsUnique way of learningBackground knowledge and experiencesRealistic expectationsFostering cooperationTreatment of both boys and girls in nonsexist mannerDevelopment of positive self-conceptThis Information from:Sleeter, Christine C. and Grant, Carl A. Making Choices for Multicultural Education. New York: John Wiley & sons, Inc., 2003. Fourth