Module 1 – Lesson 2

Multicultural Perspective
Group 1
Fatima Angeline Nasayao
Liway G. Merjudio
Kristel Zaina Monteroso
WHAT IS MULTICULTURAL
EDUCATION?
It refers to any form of education or
teaching that incorporates the histories,
texts, values, beliefs, and perspectives of
people from different cultural backgrounds
tries to provide students with educational
experiences that enable them to maintain
commitments to their community cultures
as well as acquire the knowledge, skills, and
cultural capital needed to function in the
national civic culture and community.
 Multicultural theorists view academic knowledge and
skills as necessary but not sufficient for functioning in
a diverse nation and world. They regard skills in
democratic living and the ability to function effectively
within and across diverse groups as essential goals of
schooling.
 WHAT ARE THE 5 DIMENSIONS OF
MULTICULTURAL EDUCATION?
I have identified five dimensions
of multicultural education.
 deals with the extent to which
teachers use examples and
content from a variety of cultures
and groups to illustrate key
concepts, principles,
generalizations, and theories in
their subject area or discipline.
describes teaching activities that help students
to understand, investigate, and determine how
the implicit cultural assumptions, frames of
references, perspectives, and biases of
researchers and textbook writers influence the
ways in which knowledge is constructed.
“Students should become knowledge
producers, not merely the
consumers”
 Less teacher talk and more
student talk
 Teacher tells and students
construct knowledge with
teachers facilitating
 Teachers gives meaning and
learner makes meaning
seeks to help students develop positive
and democratic racial attitudes. It also
helps students to understand how ethnic
identity is influenced by the context of
schooling and the attitudes and beliefs of
dominant social groups.
 Kinds of Prejudice
• Gender
• Social class
• Age
• Disability
• Religion
• Sexuality
• Race/ethnicity
• Language
• Beliefs
exists when teachers modify their teaching
in ways that will facilitate the academic
achievement of students from diverse racial,
cultural, socioeconomic, and language
groups.
 “can we all get along?”
-Rodney King

• The teacher and the students as a

joint- learner.
This dimension involves restructuring the
culture and organization of the school so that
students from diverse racial, ethnic,
socioeconomic, and language groups
experience equality. Members of the school
staff examine and change the culture and
social structure of the school.
The implementation of this dimension
requires the total environment of the school
to be reformed, including the attitudes,
beliefs, and action of teachers and
administrators, the curriculum and course
of study, assessment and teaching
procedures, and styles and strategies be
used by the teachers.
Remember :
• Become familiar with your students
culture.
• Have cross-cultural experience.
• Read multicultural literature.
• Put yourself in a different culture.
• Have friends from different racial group.
How do we maintain unity?

How do we educate students, that we are

NOT ONLY respecting their culture, but as a
whole

How do we give the compassion that

each student is important to the process
• SELF-TRANSFORMATION

Teachers must start with the

process of self-transformation, a
process of reading, apreocess of
engaging with the other, aprocess of
understanding that the other is us
and we are the other.
Teachers ought to do three things, and that
they have to teach students to do these three
things.

And that is to know, to care, and to act

That is to say, in order to bring about reform and to

bring about this self-transformation, we need
knowledge. We cannot do it in ignorance. But
knowledge is not enough. We also have to care and
act.
Multicultural Literature can be described as literature
that portrays racial or ethnic groups aside from the“white
Anglo-Saxon majority” that currently reside in the
United States today
Multicultural literature helps to enhance cross-cultural
understanding and respect for individuals. It also accents the
contribution that other cultural groups have made to society.
Professor K.C. Boyd , Multicultura Literature – September 6,
2011
MULTI CULTURAL LITERATURE
Better understanding of
both their own culture and the
cultures of others. Through
this deeper knowledge,
relationships can be
strengthened, bridging the gap
between students from diverse
cultural backgrounds.
the collection and study of historical
information using sound recordings of
interviews with people having personal
knowledge of past events.
BENEFITS OF ORAL HISTORY IN TEACHING

Make history “come alive” with real

people’s voices
Show that “history happened here
Explore Community Issues
Conduct Service Learning  
 Thank yo
u
for listen
i ng
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