National Teachers College Quiapo, Manila Graduate School Division

A Written Report on Diversity of Education: Multiculturalism

By: Ramos, Maria Julieta M. 41100249 To: Dr. Menardo Anda Course Adviser On: October, 2011

Introduction The demographic statistics of the Philippines plays a vital role in the diverse composition of beliefs and culture of Filipinos. Filipinos came from various ethnic groups, religious orientations, socio-economic strata, and other factors that can contribute to our uniqueness and individuality. Despite of these, it is necessary for us to achieve harmony in living together. How can we attain this? It is only when we are aware of cultural relativity. There is an interesting parable that best illustrates this. Several blind Sufis were asked to describe the elephant which was brought before them. Each of the Sufi reached out and touched the elephant. One said that the elephant was like a tree trunk upon touching its legs. Another figured that it is like a snake while touching its trunk. The third one felt its ear and thought of a fan. Each of the Sufi assumed that he is being objective in his perception. Like these Sufis, we all believed that we are empirically looking at the world. By incessantly doing so, we fail to recognize the complexity of the different cultures in the world. This is unhealthy in establishing mutual respect and appreciation of each others norms. Since education has the biggest influence on individuals, it is a personal intention of the author to look at how educational institutions can aid in transforming prejudices to mutual respect and appreciation of each others ethnicity.

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

Table of Contents I. Diversity in an Organization A. What is Diversity? B. Managing Diversity C. Challenges in Managing Diversity D. How to Manage Diversity II. Multicultural Education A. What is Multicultural Education? B. Four Approaches to Multicultural Education
C.

Four Levels of Multicultural Education

D. Culturally Responsive Teaching 1. Culturally Sensitive Teachers 2. Collaborative Learning 3. Reflective Teaching 4. Suggested Classroom Activities III. Bibliography

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

I.

Diversity A. Managing Diversity

Managing diversity is managing people in the best interest of all. In an organization, it is an on-going process that explores the various talents and capabilities which a diverse population can bring to an organization. Traditionally, in managing diversity, leaders use the melting pot approach where the minority would sink into a major group. However, this has not been effective because people lose their individualism. Proper management of diversity results to innovations, and culture-sharing. B. Challenges in Managing Diversity Individual vs. Group Fairness Resentment Group Cohesiveness and Interpersonal Conflict Segmented Communication Retention Competition for Opportunities C. How to Manage Diversity? Embrace Diversity Sensitize all Employees Strive to be Flexible Seek to Motivate Individually Reinforce Differences Involve all Initiatives Avoid Stereotypes

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

II.

Multicultural Education

What is Multiculturalism? James Banks, one of the proponents of Multiculturalism in USA, defined Multicultural Education (ME) as a movement promoting diversity in education and seeking reforms on major educational practiceseradicating discriminations, encouraging cultural awareness and endorsing equity despite of differences in races, ethnicity, gender, social strata and other significant factors. The main goal of ME is to foster mutual understanding between races. At first impression, Multiculturalism would only concern Arts, Literature and Social Sciences. However, Banks stressed that every educator should take part in addressing the diversity of his students. As Banks quoted Rodney Kings question, Can we all get along?, he remarked that people will not get along with each other when they are divided. The only way to destroy this social stratification is to develop among children the value of citizenship, human rights and equity. Education is not only about skills and competencies; more so, it is about attitudepositive racial attitudes. Multicultural Education started in the United States, pushed through by Americans of color who challenged the discriminatory practices of the society. Later on, women rights movements questioned hostile educational practices and hiring procedures of most American institutions. ME reached its pinnacle during the struggle of Civil Rights in the 1960s. Gutek (2004) asserts that developing the multicultural educational programs

which encourage a respect for cultural diversity will certainly build the needed balance between subcultures and a larger national culture. According to Banks and Banks (1995), Multicultural Education is equal educational opportunities for students from diverse racial, ethnic, social-class, and cultural groups.

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

A. Levels of Multicultural Education

Initially, there should be an existing cultural awareness within the school. According to Banks, it is important that teachers integrate this in the curriculum by using examples, data, information from various cultures and groups to illustrate key concepts, theories and generalization. In Arts and Literature, educators can use masterpieces of different ethnic groups in classes. In Physics and Chemistry, teachers can extend their presentation of

physicists and chemists of other racial groups, or confer about the contributions of the minority in the development in that field. Knowledge Construction

The second phase deals with the investigation by which knowledge is constructed. We are banking on the fact that the contributor of knowledge had his own biases. Our role as educators is to lead the students to investigate as to how the contributor constructed his idea. Students should unravel distinct cultural assumptions, frames of references, perspectives and biases while teachers help students to understand how knowledge is created and how it is influenced by the racial, ethnic, gender and social-class positions of individuals and groups. Equity Pedagogy

In this dimension, we focus on the teaching methods and strategies. In a multicultural classroom, teachers should cater the different learning styles of each child coming from diverse social strata, racial, and even, language groups. Teachers are flexible

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

enough to use wide variety of strategies to suit the individuality of the students. Educators can use cooperative learning when facilitating discussions in class. Pair works, peer-tutoring, group discussions, shared readings and consensus activities will encourage children to work with one another as well as share their ideas with others. Constructivism is also a well known strategy in a multicultural classroom. Teachers act as facilitators while students are constructing the knowledge. The main role of the instructor here is to assist, lead and guide the students while they are observing and generalizing. Prejudice Reduction

Most conducted surveys prove that children have prejudice in one group or the other. And, it is the teachers job to lessen, if not to eliminate, these prejudices; and develop a more positive racial attitude. Social Action

This is where we have to restructure organizations and schools to create an empowered and equitable environment for people coming from diverse classes. Here, we are not only limiting to classrooms, rather, we are looking into the organizational chart and the leadership in the institution. Who are the leaders? Who are the teachers? Are they diverse? How do their policies and curriculum address diversity?

B. Four Approaches to Multicultural Education 1. Contributions Approach The ethnic heroes and holidays are included in the curriculum. 2. Additive Approach A unit or course is incorporated but no substantial change is made to the curriculum as a whole 3. Transformation Approach Students are taught to view events and issues from diverse ethnic and cultural perspectives. Diversity in Education: Multiculturalism Ms. Maria Julieta Ramos

4. Social Action Approach Students not only learn to view issues from multiple perspectives but also become directly involved in solving related problems. How do we become culturally sensitive teachers?
Being a multicultural teacher is not about having the same or different cultural background from the majority. Multicultural classroom is where teachers and students sharing each others culture as well as learning cultures other than their own. While most will argue that cultural orientation affects teachers, it is also denotable that the set of characteristics of educators to relate to their students is far more important in the makings of an effective teacher. A multicultural teacher understands that children need to feel loved and appreciated by the environment. Therefore, he will provide this atmosphere to every child regardless of their social class and ethnicity. He has high expectations of these children which gives them the morale to accomplish goals and understands their verbal and nonverbal cues. Although there have been studies which suggest that effective multicultural teachers experienced living in diverse or cross-cultural communities, anyone who has the heart to imbibe ME can be effective. The key step is to expose instructors to multicultural literature and readings, if cross-cultural experiences are not available; so, the discussions of several perspectives of a certain issue will be easier.

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

How can teachers meet the diverse needs of an increasingly multicultural student population? Culturally Responsive Teaching It means respecting the cultures and experiences of various groups and then uses these as resources for teaching and learning. It appreciates the existing strengths and accomplishments of all students and develops them further in instruction.

Suggested Teaching Methods

Acknowledge the legitimacy of the cultural heritages of different ethnic groups that affect student dispositions, attitudes. Use a wide variety of instructional strategies that are connected to different learning styles. Employ active teaching methods. Instruction is designed to promote student engagement. Students play an active role in crafting curriculum and developing learning activities. Incorporate multicultural information, resources and materials in all subjects routinely taught in schools. Collaborative Learning are involved in socially and process. immersed in challenging tasks. bring diverse perspectives. become responsible for their own learning choices intellectually in the learning

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

Reflective Teaching Reflective teachers are alert to their own preconceptions and open to new ways of thinking. Uncover your own beliefs Classroom Activities Activities to increase cultural sensitivity: Autobiographical writing assignments Oral presentations on students' native countries Discussing current events from a multicultural viewpoint. Peer tutoring Organizing a cultural bazaar to showcase student cultures Participating in a school talent show to share culturally unique skills and dances.

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos

Bibliography
Gutek

Gorski, Paul C.(1999).A Brief History of Multicultural Education. Retrieved at http://www.edchange.org/multicultural/papers/edchange_history.html on August 20, 2011.

Diversity in Education: Multiculturalism

Ms. Maria Julieta Ramos