Culture and Diversity

Foundations of Multi Cultural

Education
Continuum of responsiveness

 On the next four slides are different ways

in which a teacher may respond to
ethnicity of students and their school
based team members.
 Consider in your view what you think a
teacher must do to be effective in
teaching.
A Continuum of Responsiveness

Unaware or Ignore Cultural and

Linguistic Differences

Aware, but limited or non-

responsive
A Continuum of Responsiveness

Socialization
 Is the general process of
learning the social norms of
the culture.
 May see and interpret the
culture through their own
perspective.
A Continuum of Responsiveness

 Cultural relativism
 To see the culture as if you are a member
of that culture.
 In essence, it is an attempt to view the
world through individual's cultural lens.
 It is an acknowledgement that another
person’s way of doing things, while
perhaps not appropriate for yourself may
be valid for him or her.
 Reference Multicultural Education in a Pluralistic Society (with MyEducationLab) (8th Edition) [Paperback] Donna M. Gollnick , Philip
C. Chinn pg 10
A Continuum of Responsiveness

Enculturation
 Process of acquiring the
characteristics of a given
culture and generally
becoming competent in its

language and ways
Reference Multicultural Education in a Pluralistic Society (with MyEducationLab) (8th Edition) [Paperback] Donna M. Gollnick ,
Philip C. Chinn pg 10
NAEYC
National Association fro the Education of Young Children

 Defining the Problem

 At younger and younger ages, children are
negotiating difficult transitions between
their home and educational settings,
requiring an adaptation to two or more
diverse sets of rules, values, expectations,
and behaviors. Educational programs and
families must respect and reinforce each
other as they work together to achieve the
greatest benefit for all children.
NAEYC
National Association for the Education of Young Children

 NAEYC’s Position
 NAEYC’s goal is to build support for equal access to
high-quality educational programs that recognize and
promote all aspects of children’s development and
learning, enabling all children to become competent,
successful, and socially responsible adults.
 For optimal development and learning of all children
educators must accept the legitimacy of children’s
home language, respect (hold in high regard) and
value (esteem, appreciate) the home culture, and
promote and encourage the active involvement and
support of all families, including extended and
nontraditional family units.