Introduction to instructional computing and educational computing literature. Hands-on experience with educational software, utility packages, and commonly used microcomputer hardware.
What Are the Goals of Multicultural Education? Kent Koppelman Although the debate about how to respond to racial and ethnic diversity in American public schools has a long history, in recent years the debate has changed. According to Reichthe focus is no longer on whether schools should recognize the diverse racial and ethnic identities of students, but on the extent to which this diversity should be recognized and affirmed in school curricula.
His argument is not that schools no longer marginalize students based on race, ethnicity, or other factors, but that schools are no longer overtly oppressive. Reich insists that oppressive behavior in schools today would violate stated policies in most public and private schools.
What has stayed the same in the debate about diversity is the concern about fostering an American identity, and how to promote citizenship in a diverse, democratic society. Pai and Adler noted that advocates for pluralism believe that multicultural education is appropriate for a democratic society because: Yet opponents of multicultural education often characterize it as another manifestation of the demand for group rights, and that an emphasis on groups may foster separatist attitudes and behaviors.
In response, Darling-Hammond asserted: Yet critics of multicultural education say this approach fosters group conflicts by being anti-white and anti-male, and that multicultural education also encourages negative attitudes toward the United States Gorski, Some advocates have responded by insisting that teaching about diverse groups and diverse perspectives in American society attempts to provide students with a more inclusive and more accurate portrayal of an American society that has always been diverse.
The purpose of teaching multiple perspectives is to develop an understanding of diverse perspectives that can lead to an understanding of what motivates the behavior of others. It should also encourage students to examine their own beliefs and attitudes.
Multicultural educators insist that when schools only provide the perspective of a dominant group, they are not promoting patriotism but are engaging in propaganda—"If mine is the only way of life I know, how can I judge that it is in fact a worthy and valuable way of life?
Racism is a historical artifact that is only manifested through aberrant individual behaviors, rather than a regular experience for many children and youth of color. Schools and classrooms are sites of fairness, not of institutional racism.
Eurocentric curricula offer superior academic experiences. Academic achievement is independent of lived histories, even for those who experience forms of subordination through racism, classism, and sexism.
Students of color and poor whites come to schools with knowledge deficits and lack the competence to succeed academically. Villegas and Lucas have explained why maintaining the status quo in schools is unacceptable: Pluralists have called traditional education undemocratic because of this unequal opportunity it has provided to students based on socioeconomic status, ethnicity, and other factors.
Intended Student Outcomes Many scholars have addressed the aims, goals and purposes of multicultural education, and an analysis of their work suggests five major student outcomes: All students should be encouraged to affirm themselves as unique individuals and they should accept and respect the differences shaping individual identities of other students.
Banks has written: Students should learn about their group from the school curriculum and about the diverse groups in American society to have a basis of appreciation and respect for cultural diversity. Pai and Adler have described the value of this outcome for students and adults: Students should engage in intergroup dialogues that promote cross-cultural communication skills and reduce biases and prejudices.
Gorski has written that multicultural education must: Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts.
Appleton addressed the need for historical analysis: Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community.education are: content integration, the knowledge construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social culture.
Learn multicultural education with free interactive flashcards. Choose from different sets of multicultural education flashcards on Quizlet. Similarly, in the most extensive systematic review and meta-analysis of cancer pain educational interventions to date, Cummings et al.
recommended that programs focus on knowledge, skills, and attitudes about pain and pain management and use pre-constructed education materials.
The article opens with a brief overview of multicultural education and continues with a three-pronged model for addressing multicultural competencies: awareness, knowledge, and skills.
The degree to which the multicultural content supported the science content was recorded as a one (1), two (2) or three (3) with one (1) equating highly related (the multicultural content dir ectly supported the goals and objectives; two (2) equating somewhat related (the multicultural content so mewhat supported the stated goals and objectives.
Students need to apply such major academic skills as data analysis, problem solving, comprehension, inquiry, and effective communication as they study Showing how multicultural content, goals, and activities intersect with subject- The Importance of Multicultural Education _____ multicultural education.