1. CULTURAL PLURALISM

2. All people are unique thatswhy we are all the same. 3. CULTURE refers to the "traditions,rituals, beliefs, and values that areshared amongst a group of people."Each person is a part ofat least one culture. 4. CULTURAL PLURALISM is a situationwhere there are different ethnic or socialgroups that exist in the societyand tried to developtheir own culture.(Merriam-webster dictionary, n.d.) 5. Multiculturalism refers to sharing ofmany cultures. 6. Embedded within the concept of multicultural education isa belief that all students, regardless of their race,ethnicity, culture, and other characteristics such as socialclass or disability, should experience equal educationalopportunities. Although no single recipe can accommodateall thefacets of multicultural education,there are certain common ingredients. 7. GOALS OF A DIVERSE PROGRAM 8. THE FIRST GOAL OF A DIVERSE PROGRAMIS TO ASSIST CHILDREN WITHRECOGNIZING DIFFERENCES, AS WELLAS SIMILARITIES, AMONG ALL PEOPLE. 9. THE SECOND GOAL IS TO ENCOURAGECOOPERATIVE SOCIAL SKILLS. 10. Educational equitySchool reform; changes in culture of school andclassroom, curriculum, teacher expectations,assessment, texts and materials, hidden curriculum. 11. Human relationsBuilding individual and group self-esteem;empowerment of students and parents. 12. Social reconstructionConfronting and changing beliefs and attitudes. 13. Cultural pluralismRespect for diversity of all types in school and society. 14. Cross-cultural competenceKnowledge of the shared culture; knowledge of othercultures. 15. INGREDIENTS FOR A SUCCESSFULDIVERSE PROGRAM 16. THE FIRST INGREDIENT FOR ASUCCESSFUL DIVERSE PROGRAM IS THECLASSROOM TEACHER'S KNOWLEDGEOF DIVERSE CULTURES. 17. THE SECOND INGREDIENT IS THE TEACHERMUST HAVE TO SUCCESSFULLY IMPLEMENTA CULTURALLY DIVERSE CLASSROOMENVIRONMENT THAT HAS AN ATTITUDE OFACCEPTANCE AND RESPECT FOROTHER CULTURES. 18. Helping children to compare, contrast, and learnabout other cultures without making judgmentsabout them requires this attitude of acceptanceand respect. 19. The third critical ingredient for a teacher's success inimplementing a culturally diverse classroom is theability to add a multicultural perspective intocurriculum planning and classroom managementskills. 20. Remember that providing the children with amulticultural program helps boost self-esteem andteaches them about acceptance and diversity. Amulticultural program will help children understand andwork well with others as they grow and mature. 21. CURRICULUM FOR DIVERSE CLASSROOM 22. The curriculum plays a paramount role ininfluencing the attitudes of the students. Aseducators, we must make certain that thecurriculum respects the dignity of all people. 23. A culturally pluralistic curriculum must be consistent withthe goals of our culturally diverse society. Such curriculumshould be characterized by mutual understanding andrespect, equal worthiness of all cultural groups, andrecognition of important contributions to societywhich each of these groups has made. 24. Promoting diversity in the classroom is vital to makingstudents feel included in the group instead ofalienated. It also helps students learn about and respecttheir peers' cultures and backgrounds. As an educator, youcan foster a positive classroom environment built ondiversity. 25. WAYS TO PROMOTE DIVERSITY INCLASSROOM 26. Sharing of DifferencesEncouraging members of the class to sharesomething special about themselves or theirculture can promote diversity. 27. Incorporating ActivitiesYou can also incorporate different age-appropriateactivities such as a study of differenttypes of food or music from different cultures oran investigation of the different types of haireach student has. 28. Creating a DiverseEnvironmentAs an educator, you can promote diversitythrough the decorations you choosefor the classroom. 29. TIPS TO CONSIDER INDEVELOPING ACLASSROOM THATRECOGNIZES CULTURALDIFFERENCES 30. Get to know your students.Be patient and understanding.Be aware of phrasing questions that canput these students on the spot.Consider inviting significant family or communitypersons to work with underachieving students.Familiarize yourself with studies that offer the ethnicstudents personal views of the academic environment.Be accessible. 31. THANK YOU FORLISTENING ANJANETH D. BALINGIT 32. Cultural PluralismAndMulticulturalism(Definitions, concepts and origins.) 33. I. What is Culture?Culture is all those things that peoplehave learned to do, believe, value,enjoy in their history, the ideals,beliefs, skills, tools, customs andinstitutions into which each memberof society is born.(Rotman, 2011) 34. TOPICAL CULTUREHISTORICALBEHAVIORAL NORMATIVESTRUCTURALMENTALSymbolic 35. AssimilationAcculturation 36. AMERICANIZATIONAmericanization constituted a Nativist movementdedicated to erasing the original cultures, andespecially the languages, of the twenty-seven millionNew Immigrants (that is, the Italians and EasternEuropeans) who entered the United States from 1880to 1920.Theodore Roosevelt declared, we have room for butone language here. We intend to see that thecrucible turns our people out as Americans, and notas dwellers in a polyglot boardinghouse. 37. MELTING POT CONCEPT 38. MELTING POT CONCEPT 39. What is Cultural Pluralism? 40. Cultural Pluralism is a term used when smallergroups within a larger society are accepted by thewider culture provided they are consistent with thelaws and values of the wider society.Often the acceptance of a culture may require thatthe new or minority culture remove some aspects oftheir culture which is incompatible with the laws orvalues of the dominant culture. 41. The idea of cultural pluralism has its roots in thetranscendentalism supported by the transcendentalistmovement.Transcendentalism is an American literary, political,and philosophical movement of the early nineteenthcentury.The transcendentalists operated with the sense that anew era was at hand. They were critics of theircontemporary society for its unthinking conformity. 42. Cultural Pluralism was developed and improved bycultural pluralists namely, William James,HoraceKallen, Randolph Bourne, Louis Adamic, andLeonardo Coviello.William James Horace KallenHe advocated that the United States become ademocracy of nationalities, cooperating voluntarilyand autonomously in the enterprise of self-realization[utilizing] a common language English.A young German-born JewishDevotion to Zionism 43. Robert BourneLike Kallen, Bourne asserted that the foreigncultures could remain distinct but cooperative to theAmerican nation, and should not be melted down orrun together into some homogeneous Americanism.Why, he asked, should anyone propose that theimmigrant cultures be replaced by tasteless, colorlessconformity?England 44. Louis AdamicThe thrust of Adamics approach to culturalpluralism is captured by his insistence that in thepast there has been entirely too much giving up, toomuch melting away and shattering of the variouscultural values of the new groups. Americanizedforeigner became a cultural zero paying lip service tothe U.S., which satisfied the Americanizers.inferiorityAgainst discrimination 45. Leonardo Covielloa true assimilation means absorption of theforeign groups without destruction of theirfundamental characteristics and without theobliteration of an understandable pride in the finethings that come to them from the past history oftheir races and nations.Name changing 46. What is Multiculturalism? 47. Multiculturalism is a social and political movementand position that holds differences betweenindividuals and groups to be a potential source ofstrength and renewal rather than of strife.It values the diverse perspectives people develop andmaintain through varieties of experiences andbackground stemming from racial, ethnic, gender,sexual orientation and class differences in society. 48. The doctrine underlying this position is culturalrelativism the denial that any culture can be said tobe better or worse than any other.Educators need a definition of multiculturalism thatoffers the possibility for schools to become placeswhere students and teachers can become boardercrossers engaged in critical and ethical reflectionabout what it means to bring a wider variety ofcultures into dealing with each other. 49. MULTICULTURALISTSCanadian Mosaic was a book by John MurrayGibbon, published in 1938. Gibbon's book, the fulltitle of which was Canadian Mosaic: The Making of aNorthern Nation, heralded a new way of thinkingabout immigrants that was to shape Canadianimmigration policy in the latter part of the Twentiethcentury.The idea of a mosaic of cultures forming a nation wasadopted by Canadian sociologist John Porter in hisstudy of social class, entitled: Vertical Mosaic: AnAnalysis of Social Class and Power in Canada. Themosaic theme became a part of Canadianmulticulturalism policy in the 1970s, which 50. PLURALISM VS. MULTICULTURALISMCULTURALPLURALISMMULTICULTURALISMDOMINANCE -with dominant culture -without dominantcultureCONCEPT TRANS-NATIONALISM SALAD BOWLPUBLIC SPHERE -Individuals are treatedin a common publicsphere.-is not culturally neutral.-is an arena for culturalnegotiation.-No group shoulddominate in a way thatexcludes other culturalforms. 51. CULTURALPLURALISMMULTICULTURALISMCULTURAL DIVERSITY Different cultures areallowed in a separatecultural sphere, butsociety has no obligationto acknowledge orsupport alternativecultural forms.Different cultures areencouraged. Individualsare considered part ofcollectivities that providemeaning to their lives.-seeks ways to supportthese collectivities.EDUCATIONAL GOALS 1) Mitigate socialinequality by ensuringthat merit is rewarded.1) Cultural pride isencouraged....-to overcome thedisjuncture between achilds culture and schoolculture that excludes achild from participatingin the larger society. 52. CULTURALPLURALISMMULTICULTURALISMEDUCATIONAL GOALS2) Individuals are givenalternatives.3) Children have the rightto develop their talents,interests and schoolsshould challengestudents by providingdifferent experiences.-To correct hegemony ofculture.2) Cultural respectshould be fostered.3) Different culturalinformation andhistorical experiences areprovided to the children. 53. Cultural Pluralism MulticulturalismADVANTAGES 1) It leads theminority cultureinto adding asignificant aspect oftheir culture to thedominant culture.2) There is nationalunity.3) There is more stablenational identity1) It leads to culturalexchanges.2) Adds a variety in thelife of all citizens.3) It bridges the chasm ofignorance andarrogance. 54. Cultural Pluralism MulticulturalismDISADVANTAGES 1) The dominantculture is moreprominent than theother cultures.2) It usually leads todissolution of othercultures.3) The only aspectaccepted in theminority culture isthe culture that iscompatible to thedominant culture.1) It brings anxiety tostability of nationalidentity.2) It creates nationaldisunity.3) It leads to questionableloyalties. 55. END OF THE FIRSTPART 56. Cultural RelativismCultural Relativism is a philosophy that believes thatwhen it comes to matters of right and wrong andother values of a moral nature that there are noabsolutes or any fixed truths, but rather that all isrelative.Cultural Relativist view themselves as tolerant; theysee other cultures not as wrong but as different. 57. SALAD BOWL CONCEPT 58. SALAD BOWL CONCEPT 59. Multiculturalism/CulturalPluralism in school setting 60. What is MulticulturalEducation?BANKS (1995) define multiculturaleducation as a field of study and anemerging discipline whose major aim isto create equal educationalopportunities from diverse racial,ethnic, social class, and culture. 61. JAMES BANKS (2001) the primarygoal of multicultural education is totransform the school so that male andfemale students, exceptional students, andstudents from diverse cultural, social-class,racial and ethnic groups experience anequal opportunity to learn. 62. 4 APPROACHES INACCOMPLISHING MULTICULTURAL EDUCATION(James Banks)1.CONTRIBUTIONS APPROACH The ethnic heroes and holidays areincluded in the curriculum. 63. Philippine Constitution Article XIV-Education,Science Technology, Arts, Culture and SportsEducationSection 3. (1) All educational institutions shallinclude the study of the Constitution as part ofthe curricula.(2) They shall inculcate patriotism and nationalism, fosterlove of humanity, respect for human rights, appreciationof the role of national heroes in the historical developmentof the country, teach the rights and duties of citizenship,strengthen ethical and spiritual values, develop moralcharacter and personal discipline, encourage critical andcreative thinking, broaden scientific and technologicalknowledge, and promote vocational efficiency 64. 2.ADDITIVE APPROACHIn this approach content,concepts, themes, andperspectives are added to thecurriculum without changing itsbasic structure. 65. 3.TRANSFORMATION APPROACHCourses and curricula arechanged so students' thinking isstretched to view contributions,events, issues, and course conceptsfrom the perspective of membersof targeted groups. 66. Multicultural teaching is excellencein teaching. It is not so much adialogue of whether we can get thereor not, but rather a willingness to learnmore about ourselves as instructors,our students, what we teach, and howwe teach it so that we can provide thehighest form of education possible forall students. 67. DIMENSIONS OF MULTICULTURAL EDUCATIONThere are 5 dimensions of multicultural education according to Banks(1997). CONTENT INTEGRATION it deals with the extent to whichteachers use examples and content from a variety of cultures andgroups to illustrate key concepts, generalizations, and issues withintheir subject area or disciplines. KNOWLEDGE CONSTRUCTION PROCESS it describes howteachers help students to understand, investigate, and determine howthe biases, frames of reference, and perspectives within a disciplineinfluence the ways in which knowledge is constructed within it.Students also learn how to build knowledge themselves in thisdimension. 68. PERJUDICE REDUCTION it describes lessons andactivities used by teachers to help students to developpositive attitudes toward different racial, ethnic, andcultural groups. EQUITY PEDAGOGY it exists when teachers modifytheir teaching in ways that will facilitate the academicachievement of students from diverse racial, cultural, andsocial class groups. EMPOWERING SCHOOL CULTURE AND SOCIALSTRUCTURE this dimension is created when theculture and organization of the school are transformed inways that enable students from diverse racial, ethnic, andgender groups to experience equality and equal status. 69. THE GROWTH OF STUDENTSUBCULTURESSociologists define subculture as cultural patternsthat set apart some segment of a societys population.Subcultures can be based on age, ethnicity, residence,sexual preference, occupation, and many factors. Sometimes , the special cultural traits of aparticular group are too numerous and toointerwoven to be called specialties. 70. FUNCTIONS OF SUBCULTURESSubcultures perform specific functions such as:PERMITTING SPECIALIZED ACTIVITY - because subcultures(particularly occupational subcultures) carry the knowledgenecessary to perform specialized tasks, they are essential to thedivision of labor which is essential in any society which isbecoming larger and more complex.IDENTITY IN MASS SOCIETY subcultures also provide asource of identity in mass society, thus preventing feelings ofisolation and anomie.CULTURAL ADAPTATION AND CHANGE anotherimportant function of subcultures is to serve as a source ofadaptation to society. Often a subculture is the mechanismthrough which cultural diffusion occurs.