240 outline research

240 outline research - BOWEN 1 Multicultural Education:...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
BOWEN 1 Multicultural Education: 2010 I. Introduction 1. Research Question: i. Does multicultural education promote tolerance or divide society? 2. Description of multicultural education and its original goal i. From Brown v. board to ii. Example of part of the problem - transition to major points supporting counter productivity of multicultural education 1. “Today’s elementary classrooms are made up of a representation of all cultures, races, religions, ethnicities and abilities. The reading instruction of elementary students should equally represent the demographics of our rapidly growing student population (Schultz, 2010).” 3. Roadmap/ major points to be made i. Multicultural education is counterproductive to its main objective. Its existence inherently creates a paradox. ii. “major conceptual flaws in multicultural education theory that have led to practices that have achieved effects opposite to the intent" originally meant (Kirova, 2008). iii. Case study example: Miller High School (1985-2000) iv. Alternatives to Multiculturalism v. Conclusion 1. discuss implications of multicultural education: Past, present, and solutions for the future II. Multicultural education is counterproductive to its main objective. Its existence inherently creates a paradox. 1. “A common goal of these multicultural education programs is social reconstructivist in nature, in that it sets out to teach students to be critical of the prevailing culture and heritage and to take action against real or perceived 2. inequalities among race, class, gender, and handicap (Banks, 1997; Grant & Sleeter, 1989). (Peariso, 2010)” 3. “Multicultural education is defined as the celebration of difference on special occasions or dates, which is typically accomplished as an add-on to the regular curriculum. As a result, the practice of multicultural education is characterized by folklorization. (Kirova, 2008)” i. “Activities tend to focus on cultural celebrations, and thus remain at the superficial level of food, dance, and music represented in the "piflata curriculum or the snowshoe curriculum" (Hoffman 1996, 550). (Kirova, 2008)”
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
BOWEN 2 4. “Critics (Stables 2005; Troyna 1987) argue, however, that increased knowledge of other groups might, in fact, enhance the feeling of difference, may not necessarily lead to critical examination of the dominant culture, and thus does not encourage dialogue among groups about how to work through differences (Kirova, 2008).” 5. “Another outcome of the emphasis by multicultural education on cultural heritage, critics argue, is that the concept of culture is simplified and reified to fit multicultural discourses that support visions of personal, ethnic, or national cultural identity that are fixed, essentialized, stereotyped, and normalized (Bateson 1994;
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 06/08/2011 for the course PPD 240 taught by Professor Yoder during the Spring '07 term at USC.

Page1 / 5

240 outline research - BOWEN 1 Multicultural Education:...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online