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Sc Ld 333: MuluculLural Lducauon 8onl !o uraper, h.u.
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! Lducauon ls a moral"
endeavor because lL ls a
dellberaLe eorL Lo develop
values and senslbly as well as
knowledge and skllls.
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! unwrluen soclal rules and expecLauons of behavlor
LhaL we all seem Lo know, buL were never LaughL
(8leber, 1994).
! 1he currlculum ls publlshed, Lhus, vlslble. 1he
hldden currlculum lncludes all Lhlngs LhaL happen ln
schools LhaL reecLs Lhe values of Lhe educaLors.
9:#5;6"< =&"#, 9:;6-&"'
! Pernando de SoLo
! Lxplorer
! Conqueror
! Led Lhe rsL Luropean expedluon deep lnLo Lhe
LerrlLory of Lhe modern-day unlLed SLaLes
! LxLorLed nauve vlllages for Lhelr chlefs
! PlsLorlans have recenLly consldered archeologlcal
reconsLrucuons and Lhe oral hlsLory of nauve
Amerlcans
>2,% ?-4& *&-4;<
! Lach group has been glven a quoLe. WlLh your
group declde:
! WhaL ls Lhe auLhor saylng?
! Pow do Lhe ldeas presenLed ln Lhe LexL L wlLh Lhe
concepL of !"##$% '())"'(*(+?
! Pow does lL L wlLh your currenL undersLandlng of
Lhe vocabulary words LhaL accompany Lhls sesslon?
! WhaL are Lhe consequences for Leachlng?
Pegemony
1racklng
LquallLy
LqulLy
CulLurally
relevanL
pedagogy
ConLenL
lnLegrauon
8eecuve self-
analysls
Crlucal
consclousness
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! ConLenL lnLegrauon
! knowledge consLrucuon process
! re[udlce reducuon
! LqulLy pedagogy
! Lmpowerlng school culLure and soclal sLrucLure
8anks and 8anks, 1993
A+ ?-4& -1+B
l am ured of Lhe blaLanL lnadequacles of Lhls
unlverslLy's Amerlcan PerlLage course. ln LhaL class,
we are led Lo belleve LhaL . lnequallLy ls a bad Lhlng.
1he class's asseruon LhaL lnequallLy ls a bad Lhlng
goes agalnsL Lhe enure graln of Lhe caplLallsL sysLem
and Lhe plan of salvauon. lnequallLy makes Amerlca
Lhe sparkllng paradlse lL ls Loday and enables manklnd
Lo rlse above Lhe shackles of medlocrlLy Lo aualn our
ulumaLe goal of exalLauon.
a 8?u SLudenL 8eaders' lorum !an. 29, 2007
>2,% # ;#&,+"&< 9C4#62,? 7'D 9C42,?
! WhaL does lL mean for Lhlngs Lo be equal?
! WhaL does lL mean for Lhlngs Lo be equlLable?
! LqulLy ls Lhe work of ellmlnaung sysLemlc barrlers
Lo learnlng.
! LqulLy ls achleved by ellmlnaung Lhe predlcLablllLy
of success or fallures LhaL currenLly correlaLes wlLh
any soclal or culLural facLors, especlally race, class,
and prlmary language.
! LqulLy requlres LhaL Leachers dlscover and culuvaLe
Lhe unlque gls, LalenLs, and lnLeresLs LhaL every
human belng possesses.
Pegemony
1racklng
LquallLy
LqulLy
CulLurally
relevanL
pedagogy
ConLenL
lnLegrauon
8eecuve self-
analysls
Crlucal
consclousness
/-+,&#',2+* AE62*#,2-+'
! 1he obllgauon of dlverslLy or belng nlce Lo each
oLher/appreclaung each oLher
! 1he obllgauon of equallLy or lnsurlng LhaL everyone
has Lhe same resources and prlvlleges, even lf lL
means glvlng up some of your own.
@46,2$46,4&#62'5
! A general descrlpuon of a nauon or socleLy LhaL ls
composed of dlverse peoples
! 1he name for an amLude of openness, Lolerance,
respecL, and democrauc lncluslon as concerns
culLural, eLhnlc, and rellglous dlverslLy.
! An hlsLorlc speclc movemenL for educauonal,
pollucal, and soclal reform emerglng aer Lhe
1960s.
! A way Lo Lalk abouL Lhe soclal, pollucal, and culLural
challenges produced by decolonlzauon and
globallzauon.
!1- );;&-#$%"'
CelebraLory
! An amrmauon of Lhe value
of dlverslLy
! AppreclaLes Lhe bellefs,
Lradluons, and values of
dlerenL culLural groups
! CovernmenL and educauon
and buslness creaLe pollcles
and evenLs Lo celebraLe
dlverslLy
Crlucal
! An analysls of lnequallLy,
power, and prlvllege among
groups
! Shows how culLural
dlerences have been
polluclzed
! SuggesLs pollcles for endlng
dlscrlmlnauon and
advanclng mlnorlLy
opporLunlues
>2,% ?-4& ;#&,+"&B
! 8ralnsLorm posslble answers Lo
Lhe followlng quesuon: WhaL ls
Lhe goal of muluculLural
educauon?
Pegemony
1racklng
LquallLy
LqulLy
CulLurally
relevanL
pedagogy
ConLenL
lnLegrauon
8eecuve self-
analysls
Crlucal
consclousness
1he quesuon ls noL necessarlly how Lo
creaLe Lhe perfecL 'culLurally maLched'
learnlng slLuauon for each eLhnlc group,
buL raLher how Lo recognlze when Lhere
ls a problem for a parucular chlld and
know how Lo seek lLs cause ln Lhe mosL
broadly concelved fashlon." Llsa uelplL, 2006
9C42,? F"3#*-*?
! locuses on lnsLrucuonal Lools LhaL faclllLaLe deep
learnlng.
! PlghllghLs an appreclauon for Lhe lnLellecLual
accompllshmenLs all young learners brlng Lo school.
! Lmphaslzes bulldlng on sLudenL sLrengLhs raLher Lhan
remedlaung declLs.
! 8ecognlzes a sLudenL's culLure as an lmporLanL elemenL
ln Leachlng and learnlng.
! uses lnqulry as a sLraLegy for conunuous lmprovemenL
ln how Leachers Leach and how sLudenLs learn.
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! C81 ls uslng Lhe culLures, experlences, and
perspecuves of dlverse sLudenLs ln Lhe
classroom as lLers Lhrough whlch Lo Leach
academlc skllls and knowledge. lL ls also
lmperauve Lo be aware and sensluve Lo
dlsLrlbuuons of power and prlvllege ln
Leachlng sLudenLs abouL Lhemselves and
oLhers ln a muluculLural socleLy.
H5;"325"+,' ,- )$%2"7"5"+,
1. underesumaung whaL dlsadvanLaged" sLudenLs are capable of
dolng.
2. Crganlzlng lnsLrucuon around Lhe bellef LhaL baslc skllls musL be
masLered before advanced" skllls can be LaughL.
3. lalllng Lo provlde adequaLe supporL for learnlng new maLerlal.
4. osLponlng more challenglng and lnLeresung work for Loo long
-someumes forever.
3. ueprlvlng sLudenLs of a meanlngful or mouvaung conLexL for
learnlng or uslng skllls LhaL are LaughL.