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New Trends in Multicultural Education

This document discusses new trends in multicultural education that emerged in the 1960s-1970s in Western nations characterized by ethnic, cultural, racial, and linguistic diversity. It addresses concepts like ethnic revitalization movements, assimilationist ideology, cultural conflict, and prejudice reduction approaches in education. Specifically, it examines how knowledge is constructed and teacher-student interactions can be modified to facilitate learning for all diverse student groups in a multicultural society.

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Feyza Emilla
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108 views2 pages

New Trends in Multicultural Education

This document discusses new trends in multicultural education that emerged in the 1960s-1970s in Western nations characterized by ethnic, cultural, racial, and linguistic diversity. It addresses concepts like ethnic revitalization movements, assimilationist ideology, cultural conflict, and prejudice reduction approaches in education. Specifically, it examines how knowledge is constructed and teacher-student interactions can be modified to facilitate learning for all diverse student groups in a multicultural society.

Uploaded by

Feyza Emilla
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
Download as docx, pdf, or txt
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New Trends in Multicultural Education

CONCEPTS:

Concepts Collocations
ethnic revitalization movements- movements Make+sense
began in the 1960s and 1970s, the Western
nations were characterized by tremendous
ethnic, cultural, racial, religious, and
linguistic diversity.
This diversity resulted from several historical
developments. The nations in Western
Europe had longstanding linguistic and
cultural minorities, such as the Basques in
France and Spain, the Germans in Denmark,
the Danes in Germany, and the Welsh, Scots,
and Jews in the United Kingdom.

The assimilationist and liberal ideology – Access+knowledge


ideology that dominated the Western nations,
a nation-state in which individuals from
diverse groups are able to participate fully.
However, the liberal-assimilationist believes
that, in order for this kind of equitable,
modernized society to emerge and flourish,
individuals must surrender their ethnic and
cultural attachments.
cultural conflict Give+information
racism, power, and capitalism Intercultural communication

Prejudice Reduction-the characterstics of Intercultural society


students’ racial attitudes and how they can be
modified by teaching methods and materials.
The knowledge construction process-
describes teaching activities that help students
Content Integration-deals with the extent to to understand,
which teacher uses examples and content investigate, and determine how the implicit
from a variety of cultures in their teaching. cultural assumptions, frames of reference,
perspectives,
and biases of researchers and textbook writers
influence the ways in which knowledge is
constructed.

The ghettoization of academic conference The prejudice reduction dimension of


participants multicultural education-seeks to help students
The ghettoization- a process of isolation or develop
restriction of members living in minority democratic racial attitudes
groups. 
At conferences or meetings, it frequently
happens that only a few or no white males
participate in or attend sessions that have
‘multicultural’, ‘gender’, or ‘minority’ in the
title unless the work is ‘done on’ people of
color. In other words, when researchers of
color are presenting their research, relatively
few white male researchers attend. However,
when the session involves a white researcher
discussing, for example, ‘blacks’, a good-
sized audience of all colors attends. This
ghettoization, although not documented, has
become so commonplace that presenters and
audience participants openly comment on it.
Multicultural teaching-involves not only
infusing ethnic content into the school
curriculum, but changing the structure and
organization of school knowledge. It also
Teacher-student Interaction includes changing the ways in which teachers
and students view and interact with
knowledge and helping students to become
knowledge producers, not merely the
consumers of knowledge produced by others.
An equity pedagogy -when teachers modify
their teaching in ways that will facilitate the
academic achievement of students from
diverse groups. This includes using a variety
of teaching
styles and approaches that are consistent with
the learning characteristics of various cultural
and
ethnic groups and being demanding but
highly personalized when working with
students such
as Native Americans and Native Alaskans.

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