GROUP 5

LEADER:

NINO LITO DONAYRE SEVILLA

MEMBERS:

AIKA BALAME

MARIEL LIMOSNERO

VERONICA MOJADO

FEBRAMAY URBANO

CHAPTER V

CULTURAL CHANGES

MULTICULTURALISM

Multiculturalism

Is the way in which a society deals with cultural diversity, both at the national and at the community
level. Sociologically, multiculturalism assumes that society as a whole benefits from increased diversity
through the harmonious coexistence of different cultures.

Whenever two or more people come together with a shared purpose, they form a culture with its own
written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures.
These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Changes in culture that are initiated by a group need cultural support of members of the group, or else
they will not last long. A supportive cultural environment is needed for lasting change.

Three interrelated, but nevertheless distinctive, referents of multiculturalism and its related adjective
multicultural are presented below :

Demographic-descriptive

usage occurs where the word multicultural refers to the existence of linguistically, culturally and
ethnically diverse segments in the population of a society or state.

Ideological-normative

usage of multiculturalism generates the greatest level of debate since its constitutes a slogan and basis
for political action.
Programmatic- political

usage of multiculturalism refers to the specific policies developed to respond and manage ethnic
diversity.

MULTICULTURAL EDUCATION

Multicultural education

Refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and
perspectives of people from different cultural backgrounds.

Banks and Banks (1995) define multicultural education as a field of study and an emerging discipline
whose major aim is to create equal educational opportunities from diverse racial, ethnic, social class and
cultural group. A related goal of multicultural education is to help all students develop more positive
attitudes toward different racial, ethnic, cultural and religious group. One way of achieving this goal is to
transform the curriculum by integrating these groups.

 Multicultural education is progressive approach for transforming education that holistically

critiques and addresses current shortcomings, failings and discriminatory practices in education.
 Multicultural education acknowledges that schools are essential to laying the foundation for the
transformation of society and the elimination of oppression and injustice.
 Multicultural education applies content from these field and disciplines to pedagogy and
curriculum development in educational settings.

Teachers must be prepared to effectively facilitate learning for every individual student, no matter
how culturally similar or different from themselves. Schools must be active participants in ending
oppression of all types, first by ending oppression within their own walls, then by producing socially
and critically active and aware students.

James Banks says that there are four approaches for accomplishing this.

LEVEL 1: CONTRIBUTIONS

Heroes, holidays and food become special focus on a particular day, recognizing the contributions of
various groups.

LEVEL 2: ADDITIVE

Special units and topics about various groups are added to, but do not fundamental alter, the
curriculum.

LEVEL 3: TRANSFORMATION

Curriculum is changed, so that student sees the world from different perspective of various groups.

LEVEL 4: SOCIAL ACTION

Students make decisions about their world and become directly involved in social action.
Five Dimensions of Multicultural Education

1. Content Integration - it deals with the extent to which teachers use examples and content from a
variety of cultures and groups to illustrate key concepts, generalizations and issues with their subject
areas.

2. Knowledge construction process - it describes how teachers help students to understand, investigate
and determine how the biases, frames of reference, and perspectives with in a disciplines influence the
ways in which knowledge is constructed with in it.

3. Prejudice reduction - it describes lessons and activities used by teachers to help students to develop
positive attitudes towards different racial, ethnic groups.

4. Equity pedadogy - it exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse social, cultural and social class groups.

5. Empowering school cultures and social structure - this dimension is created students from diverse
racial, ethnic and gender group to experience equality and equal status.

The Growth of Student Subcultures

SUBCULTURES

Refers to cultural patterns that set apart some segment of society’s population. It can be based on age,
ethnicity, residence, sexual preference, occupation, and many other factor.

Sociologists define subculture as cultural patterns that set apart some segment of a society’s population.
Subcultures can be based on age, ethnicity, residence, sexual preference, occupation, and many factors.
Sometimes, the special cultural traits of a particular group are too numerous and too interwoven to be
called specialties.

FUNCTIONS OF SUBCULTURES

Subcultures perform specific functions such as:

PERMITTING SPECIALIZED ACTIVITY - because subcultures (particularly occupational subcultures) carry

the knowledge necessary to perform specialized tasks, they are essential to the division of labor which is
essential in any society which is becoming larger and more complex.
IDENTITY IN MASS SOCIETY – subcultures also provide a source of identity in mass society, thus
preventing feelings of isolation and anomie.

CULTURAL ADAPTATION AND CHANGE – another important function of subcultures is to serve as a

source of adaptation to society. Often a subculture is the mechanism through which cultural diffusion
occurs.

Cultural Dimension of Learning, Teaching, and Educational Process

refers to the methods or ways in education that is used in varying cultures. A cultural dimension
includes topics which are less covered in other regions, avoiding certain subject areas and history of the
local area.

Imply the transmission of ideas from generation to generation by significant members of the older
generation (parents, teachers, religious leaders, and other stake holders).

Religion: different cultures have different attitudes towards religions, and there are various religions.
However, in developed countries, students are taught a different range of religions even to those who
attend school with religious learning.

History: cultural dimensions are different in history. Most school is based on what happened in the
home country of the students. Therefore, history varies from country to country. A.

Subject Areas: an educational institution in different countries teach a very different range of subjects.
In some schools, students are taught three languages and in other school, students are provided with
options of studying a language in high school.

What is a Culturally - Responsive teaching?

Culturally Responsive Instruction covers areas related to:

 Inclusive content in the curriculum that reflects the diversity of society.

 Students prior knowledge,
 The idea that culture is central to student learning, because there is strong evidence

Culturally Responsive Teaching

 Communication of high expectations

 Active teaching methods
 Teacher as facilitator
 Positive perspectives on parents and families
 Cultural sensitivity
 Reshaping the curriculum
 Culturally mediated instruction
 Small group instruction and academically