Multicultural Curriculum Leadership

Critical Multicultural Leadership: 

Critical Multicultural Leadership Foundations of Curriculum/Instruction Dr. V. Agosto USF

Conditions that Have Incited and Supported the Advancement of Multicultural Curriculum in the U.S. : 

Conditions that Have Incited and Supported the Advancement of Multicultural C urriculum in the U.S.

Slide 3: 

Is the U.S. . . . …a multicultural society? … a multilingual/monolingual society? …a multi-_______ society? …diverse?

Diversity in the United States of (North America): 

Diversity in the United States of (North America) The result of: Imperialism Colonization (Slavery, Genocide, Land Ownership) Immigration

Slide 5: 

Founding Fathers? Photo from David C. Behrens Studio http://www.davidbehrens.com/ff.html

Indian Wars (300 years 1620s-1890s) http://www.u-s-history.com/pages/h1008.html : 

Indian Wars (300 years 1620s-1890s) http://www.u-s-history.com/pages/h1008.html

1970s: 

1970s Anti-Pollution PSA

Slide 9: 

Slavery of Africans 1400-1900 (500 years) Slavery in the U.S. (1600s-1865) Abolition M ovement (1810–60) Henry Clay ( Senator, Founder of the American Colonization Society) William Lloyd Garrison: Published The Liberator newspaper Harriet Beecher Stowe: Author of Uncle Tom’s Cabin Frederick Douglass: Nation’s most powerful anti-slavery speaker, a former slave . Power concedes nothing without a demand. It never did and it never will (Douglass, p. ?, 1857). Harriet Tubman: Helped 350 slaves escape - underground railroad Institution of Slavery

Chinese Exclusion Act (1882) The Chinese Exclusion Act was approved on May 6, 1882. : 

Chinese Exclusion Act (1882) The Chinese Exclusion Act was approved on May 6, 1882 . It was the first significant law restricting immigration into the United States. Immigration

Immigration Act of 1907: 

Immigration Act of 1907 SEC. 2. That the following classes of aliens shall be excluded from admission into the United States: All idiots, imbeciles, feebleminded persons, epileptics, insane persons, and persons who have been insane within five years previous; persons who have had two or more attacks of insanity at any time previously; paupers; persons likely to become a public charge; professional beggars; persons afflicted with tuberculosis or with a loathsome or dangerous contagious disease; …certified as being mentally or physically defective, such mental or physical defect being of a nature which may affect the ability of such alien to earn a living; persons who have been convicted of or admit having committed a felony or other crime or misdemeanor involving moral turpitude; polygamists, or persons who admit their belief in the practice of polygamy, …all children under sixteen years of age, unaccompanied by one or both of their parents

Aesthetic Response to Immigration (1908) play The Melting Pot (1908-1909) by Israel Zangwill "America is God's Crucible, the great Melting-Pot where all the races of Europe are melting and reforming... Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians - into the Crucible with you all! God is making the American."': 

A esthetic Response to Immigration ( 1908) play The Melting Pot (1908-1909) by Israel Zangwill "America is God's Crucible, the great Melting-Pot where all the races of Europe are melting and reforming... Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians - into the Crucible with you all! God is making the American."'

Social Service Response to Immigration: Assimilation : 

Social Service Response to Immigration: Assimilation Jane Addams (Friend of John Dewey’s) Ran Hull House (1889) in Chicago, the first settlement house in the U.S. What is a settlement house? First woman from the U.S. to win the Nobel Peace Prize (1931) Progressive reformer: peace, children, mothers, communities, and public health. Credited with starting the Peace Movement

http://www.u-s-history.com/pages/h1678.html: 

http://www.u-s-history.com/pages/h1678.html The Fair Labor Standards Act of 1938 established a minimum wage and limited the age of child laborers to 16 and over, 18 for hazardous occupations.

1900s – U.S.: 

1900s – U.S.

From Conditions to Responses: 

From Conditions to Responses

Culture-based Movements and Concepts: 

Culture-based Movements and Concepts Intercultural Education Movement: U.S . 1930s Originator: Rachel Davis DuBois Movement: provide curricular materials to teachers in support of teaching about a diversity of ethnic groups. Board Members: George Counts, William H. Kilpatrick Critique: Focused more on harmony than justice. See: Hausselar Bohan , C. (2007). A rebellious Jersey girl: Rachel Davis DuBois , Intercultural Education Pioneer. In S. Totten & Pederson, J.E. (Eds.), Addressing social issues in the classroom and beyond: The pedagogical pioneers in the field and beyond. (pp. 95-115), Information Age Publishing.

U.N.’s Declaration of Human Rights 1948: 

U.N.’s Declaration of Human Rights 1948 The Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions”.

Slide 19: 

19 Article 25. (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance . All children, whether born in or out of wedlock, shall enjoy the same social protection. Article 26. (1) Everyone has the right to education . Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups , and shall further the activities of the United Nations for the maintenance of peace .

United Nations’ Declaration of the Rights of the Child (1959): 

United Nations’ Declaration of the Rights of the Child (1959) 20 You have the right to go to school for free, to play and to have an equal chance to develop yourself and to learn to be responsible and useful. Your parents have special responsibilities for your education and guidance. You should be taught peace, understanding, tolerance and friendship among all people.

Brown v Board of Education Topeka, Kansas : 

Brown v Board of Education Topeka, Kansas BROWN I (1954) SEPARATE EDUCATION IS NOT EQUAL RACIAL DISCRIMINATION IN EDUCATION IS UNCONSTITUTIONAL IMPLEMENTATION: BROWN II (1955) DESEGREGATE ‘WITH ALL DELIBERATE SPEED” UNITARY (STATUS) VS DUAL SYSTEM (of exclusion based on race/color)

Hart-Cellar Act 1965: 

Hart-Cellar Act 1965 A by product of the Civil Rights Movement Ended the racially based quota system of immigration Based on family relationship and job skills 1976 Act: Eliminated preferential treatment for residents of the Western Hemisphere. 1980 Act: Established a general policy governing the admission of refugees.

Federal Hate Crimes Law: 

Federal Hate Crimes Law 1968 provides for federal assistance in the investigation and prosecution of hate crimes in the cases of a violent crime committed against persons because of their race, color, religion, or national origin. 2009 extended federal assistance in the cases of a hate crime committed against persons because of their gender, sexual orientation, gender identity, or disability .

Multicultural Education 1970s-Today: 

Multicultural Education 1970s-Today

Slide 25: 

25 U.S. Scholars on Multiculturalism

Multicultural Education 1950s - Today: 

Multicultural Education 1950s - Today Some Multiculturalists James A. Banks Carl A. Grant Paul Chinn Lilia Bartolomé Geneva Gay Marilyn Cochran-Smith Gregory Jay Donaldo Macedo Thandeka Chapman Marilyn Cochran-Smith Christine Bennett Cherry A. Banks Sonia Nieto Gloria Ladson-Billings Donna Gollnick Kris Guttierrez Some Critical Theorists/Multiculturalists Henry A. Giroux Shirley Steinberg Peter McLaren Stephen May Barry Kanpol Joe Kincheloe 26 Christine E. Sleeter S. May & C. Sleeter (Eds). (2010). Critical Multiculturalism: Theory and Praxis http://www.routledgeeducation.com/books/Critical-Multiculturalism-isbn9780415802857

Multicultural Education: Diversity 1950s - present: 

Race, Race, ethnicity Race/ethnicity, class, and gender Race, ethnicity, class, gender, sexual orientation, religion, dis/ability, age, language, nationality, citizenship or immigration status, (beauty, size) Intersectionality (of) multiple identities Multiculturalism: Education, Counseling, Social Work Business 27 Multicultural Education: Diversity 1950s - present Q: What is the dominant culture (culture of power) and how does operate to advance or impede democratic ideals of liberty and justice in a culturally pluralistic society?

NCATE on Culture &Diversity To help all students learn.: 

NCATE on Culture &Diversity To help all students learn. Cultural Background. The context of one’s life experience as shaped by membership in groups based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. Diversity. Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

Asian Groups in the U.S. : 5% (2008): 

Asian Groups in the U.S. : 5% (2008) 1. Chinese-Americans (3.62 million) (1869 immigration) 2. Filipinos (3.09 million), 3. Asian Indians (2.73 million), (2011 reversed with Filipinos) 4. Vietnamese (1.73 million), 5 . Koreans (1.61 million) 6. Japanese (1.30 million ) (1843, 1940s immigration). People who were either of a particular Asian group only or were of that group in combination with one or more other Asian groups or races.

Latino/Hispanic Groups in the U.S. (2010) 16.3%: 

Latino/Hispanic Groups in the U.S. (2010) 16.3% Mexican (65.5%) Puerto Rican (9.1%) Salvadoran (3.6%) Cuban (3.5%) Dominican (2.8%) (1990s) Guatemalan (2.2%)

Black (Sub-Saharan African) Ethnic Groups in the U.S. (2000): 

Black (Sub-Saharan African) Ethnic Groups in the U.S. (2000) 1. African American (West Indian Ethnicities) 2. Jamaican 3. Haitian 4. Trinidadian and Tobagonian 5. Barbadian ( Bajan )

European Ethnic Groups in the U.S. (2000): 

European Ethnic Groups in the U.S. (2000) German Irish English American Italian

Slide 33: 

Contact List 1 st Peer under the letters: D F H J M R V and either X, Y, or Z

USF College of Education: 

USF College of Education What is Cultural Competence? Cultural competence: the capacity of a person to respond respectfully and effectively to people of all abilities, cultures (languages, races, ethnic backgrounds, religions), genders, sexual orientations, socioeconomic classes, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects, preserves, and promotes the dignity of each (adapted from Barrera & Kramer, 1997 & NASW Standards for Cultural Competence in Social Work Practice) .

Culturally Proficient Leadership, Instruction, and Schools: 

Culturally Proficient Leadership, Instruction, and Schools Cultural proficiency: A manual for school leaders Lindsey, Robins, & Terrell (1999, 2003). Culturally proficient instruction: A guide for people who teach Lindsey, Robins, Lindsey and Terrell (2002). The culturally proficient school: An implementation guide for school leaders Lindsey, Roberts, & CampbellJones (2005).

Cultural Proficiency Continuum Lindsey, Roberts, & CampbellJones (2005): 

Cultural Proficiency Continuum Lindsey, Roberts, & CampbellJones (2005) 36 Cultural destructiveness : negating, disparaging, or purging cultures different from your own. Cultural incapacity : elevating the superiority of your own cultural values and beliefs and suppressing cultures different… Cultural blindness: acting as if differences among cultures do not exist and refusing to recognize any differences. Cultural precompetence : recognizing that lack of knowledge, experience, and understanding of other cultures limits your ability to effectively interact with them. Cultural proficiency: honoring differences among cultures, seeing diversity as a benefit, and interacting knowledgeably & respectfully among variety of cultural groups . Cultural competence: interacting with other cultural groups in ways that recognize and value their differences, motivate you to assess your own skills, expand your knowledge and resources, and, ultimately, cause you to adapt your relational behavior.

Poll: 

Poll

Demonstrations of Cultural Competence: 

Demonstrations of Cultural Competence Employing any policy, practice, or behavior that uses the essential elements of cultural proficiency on behalf of the school or the district. HUMAN INTERACTION TO INSTITUTIONAL CHANGE Assessing culture Valuing diversity Managing the dynamics of difference Adapting to diversity Institutionalizing cultural knowledge

Conceptual/Theoretical Tools: Study of Culture: 

Conceptual/Theoretical Tools: Study of Culture Diversity and Identity Iceberg of Culture (metaphor Identity Positionality (systemic placement) Multiple Identities/ positionalities Standpoint theory (identity: politics) Intersectionality (of identities) Critical theory: H ow does/what educational, social, intellectual knowledge confer(s) power & status Developmental Processes Fish in Water (metaphor) Identity Development (racial, gender, sexual, ally, etc.) Cross/inter-cultural interaction Cultural knowledge to skills and dispositions : Cultural competence

Iceberg of Culture: 

Iceberg of Culture 40

Slide 41: 

What should we be teaching in a multicultural, multilingual society? ( Janesick , 2003). What should we be teaching in the 21st Century?

Slide 42: 

http:// www.21stcenturyschools.com/Multiple Literacies.htm Ecoliteracy Financial Literacy Media Literacy Emotional Literacy Aural Literacy Visual Literacy Multicultural Literacy Physical Fitness and Nutrition (Health, Well-Being) Cyber Literacy Global Competencies Information Literacy

United Nations Educational, Scientific, and Cultural Organization: 

Four Pillars of Education Learning to know Learning to do Learning to live together (discover other people, perspectives, common projects) Learning to be (http://www.unesco.org/delors/fourpil.htm United Nations Educational, Scientific, and Cultural Organization

"Against All Odds" http://www.playagainstallodds.com/game_us.html Swedish-language knowledge and experience game -- promote integration and positive attitudes towards refugees by putting players in their shoes. “The player is forced to leave his or her home, escaping from persecution in the home country and taking off towards an uncertain future in another country, facing a different culture and a new language…" As a refugee, do your best, don’t give up -rebuild life in a foreign country.: 

" Against All Odds" http://www.playagainstallodds.com/game_us.html Swedish-language knowledge and experience game -- promote integration and positive attitudes towards refugees by putting players in their shoes . “The player is forced to leave his or her home, escaping from persecution in the home country and taking off towards an uncertain future in another country, facing a different culture and a new language…" As a refugee, do your best, don’t give up -rebuild life in a foreign country.

Slide 46: 

How does your organization, employer, district’s website inform you about multiculturalism or multicultural education?

Resources: 

Resources Do Something.org Rethinking Schools.org TED.com 47 www.democracynow.org Online and Print Student Resource Online Professional Organization: National Association of Multicultural Education (NAME): Membership: …interest in multicultural education, have a sincere commitment to democracy, and value diversity, equity, and social justice. http://www.nameorg.org