Multicultural Pedagogies in

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------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/master11.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Multicultural Pedagogies in

Multicultural Pedagogies in the Classrooms

Implementations and Strategies for Writing Across the Curriculum

Professional Devel= opment Workshop for Faculty

Dr. Sha= ireen Rasheed and Dr. Kathleen Kesson

srashe= ed@liu.edu

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PURPOS= E OF THE WORKSHOP

<= span class=3DBB style=3D'position:absolute;left:-4.0%;top:.22em'>ØExploring definitions of multiculturalism.

ØElucidating dimensions of culturally responsible teaching. ØExamining challenges faculty face when dealing with these issues. ØEffective strategies of implementing multicultural education in the curriculum.

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oSiKo0iK12MmpzAnKqBcI4MFUQAdzmEIqkU5ksETJlCDladcabcEp7ABG1CGBDQax1CKw0iMxWiM x4iMyaiMy8iMzeiMTQFmpwAny5U2UYAey5EXQfArtAhzE8F8Z7hcMLAEuzgIF3ABncgx+jERz8iO 7eiO7wiP8SiP88iM0TgIQBASFIYeCiRJHbERGZFfFkER99Z8IBaO43gKFmAB6Hgx+uEt9AiRESmR E0lakRVpkcoFSyKhQhSGiKLgVeXxMGaXCGUojgg5CBzAAQzJA/3RkBfpki8JkzEpkzOZXLAkBuPy iexxOUfmiSVJjqKYLCy5kjRJlEVplEeJlEmplEvJlE1JQoEAADs= ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/slide0051.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Multicultural Pedagogies in

Multicultural Curriculum within a
Social Justice Fram= ework

ØAccording= to James Banks, Sonia Nieto and other multicultural theorists, a= multicultural curriculum is one in which the racial, ethnic, and gender variety that comprises American society is regularly = and normally reflected in the materials, references, assumptions, words, and actions of the school's work and life (Banks, 1988).

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Definitions of Culturally Responsive Pedagogy

Ø= ;Analyzes ways in which schools and the education s= ystem as institutions in our society work to maintain and perpetuate racism (Banks, 1997)

&Oslas= h;Examines the history and underlying causes of raci= sm, sexism, and other forms of institutional oppression (Banks, 1997)

&Oslas= h;Encourages academic excellence (Nieto, 1999) =

&Oslas= h;Is for all students, not just students of color (N= ieto, 1996)

&Oslas= h;Requires the authentic examination of white privil= ege and the legacy of white dominance (McIntosh, 1989; Howard, 1999)

&Oslas= h;Teaches how racism hurts not only people of color = but also whites, and how it keeps us from being allies (Howard, 1999)

&Oslas= h;Demonstrates how people have worked together in hi= story to fight against all forms of oppression (Howard, 1999)

&Oslas= h;Teaches about the shared aspects of racism and oth= er forms of oppression (Gorski, 2002)

&Oslas= h;Helps students, families, teachers, and administra= tors understand and relate to the histories, cultures, and languages of people different from themselves (Sleeter &= = Grant, 1994)

&Oslas= h;Provides opportunities to envision a better world:= a just and fair society with equitable opportunities for all

&Oslas= h;Inspires and empowers us to work to make those vis= ions come true.

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Nieto= ’s Definition of Multiculturalism

ØSonia Nieto (1996) defines multicultural education as antiracist basic education for all stude= nts that permeates all are= as of schooling, characterized by a commitment to social justice and critical approaches to learning. Further= more, multicultural education challenges and rejects racism and other forms of discrimination i= n schools and society. It accepts and affi= rms differences in race, ethnicity, religion, language, economics, sexual orientation, gender, and other differenc= es that students, communi= ties, and teachers encompass. It should permeate the curriculum and instructional strategi= es used in schools, as well as interactions= among teachers, student= s, and families in school and outside of it (Nieto, 1999).

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Characteristics of Multicultural Educa= tion

&Oslas= h;Multicultural Education is antiracist education.

ØMulticultural Education is basic education. = ;

&Oslas= h;Multicultural Education is important for all students.

&Oslas= h;Multicultural Education is a process. <= /span>

&Oslas= h;Multicultural Education is pervasive. <= /span>

&Oslas= h;Multicultural Education is education for = social justice.

&Oslas= h;(Adapted from Sonia Nieto, Affirming = Diversity.)

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Bank&= #8217;s Definition of Multiculturalism

ØBanks (= 1993a) identifies four approaches to multicultural education, each increasingly more significant and = comprehensive: (1) teaching about contributions of= culturally different groups and individuals; (2) an additive approach in which multicultural lessons and units of study are supplements or appendages to existing = curricula; (3) a transformation approach in which = the basic nature of curriculum and instruction are cha= nged to reflect the persp= ective and experiences of diverse cultural, ethnic, racial, and social groups; and (4) a decision making and social action approach that te= aches students how to clarify their ethnic and cultural values, and to engage in = socio political action for greater equality, freedom, and justice for everyone.

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Principles of Culturally Responsive Teaching

Ø= ;Culture is central to learning. It plays a role no= t only in communicating and receiv= ing information, but also in shaping the thinking process of groups and = individuals. A pedagogy that acknowledges, respond= s to, and celebrates fundame= ntal cultures offers full, equitable access to education for students from all cultures.

&Oslas= h;Culturally Responsive Teaching is a pedagogy that recognizes the importa= nce of including students' cultural references in all aspects of learning (Ladson-Bi= llings,1994).

&Oslas= h;Some of the characteristics of culturally responsi= ve teaching are:

&Oslas= h;Positive perspectives on parents and families

&Oslas= h;Communication of high expectations

&Oslas= h;Learning within the context of culture

&Oslas= h;Student-centered instruction

&Oslas= h;Culturally mediated instruction

&Oslas= h;Reshaping the curriculum

&Oslas= h;Teacher as facilitator<= span style=3D'mso-spacerun:yes'>

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Challeng= es Faculty Face

ØDiscuss= ions seem to center around the problem of respecting and creating safe space for students more than they do around acknowledging our own complica= ted positions. In this way the other remains the other, no matter how we may seek to accommodate her. It is h= ere that the nature of pedagogy itself becomes problem= atic. = The position of the instructor is too easily erase= d in the traditional class= room. It is the very thing which is not in question and by which all other questions and answers are defined. The equation of objectivity with know= ledge leaves the educator without a way to situate her/himself--withou= t a subjectivity.

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l

l
l Strategies For Implem= enting Culturally Responsive Pedag= ogies in Writing Across the Curri= culum

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Making the Most of Diversity in the Classroom (Activity)

&Oslas= h;I. What do we mean by ‘diversity’ in t= he classroom and making= the most of it?

&Oslas= h;II. A paradigm for teaching that responds to ‘diversity’:

&Oslas= h;A) Caring

&Oslas= h;B) Communication

&Oslas= h;C) Curriculum

&Oslas= h;D) Instruction

&Oslas= h;III. Recommendations for making the most of diversity.

&Oslas= h;What we are already doing in our classrooms? <= /span>

&Oslas= h;What we still need to do?

Ø (Culturally Responsive Teaching:Theory, Research and Practice, Geneva Gay)

Ø

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Multicultural Planning Questions

&Oslas= h;Do the lesson content and strategies promote educa= tional equity?

&Oslas= h;Do the lesson content and strategies make use of, = or help develop, collabo= rative empowering relationships among parents, students = and teachers/

&Oslas= h;Is cultural pluralism and or intergroup harmony pr= omoted in the classroom?

&Oslas= h;Does the lesson content increase the student’= ;s multicultural knowled= ge?

&Oslas= h;Does the lesson content (a) help correct distortio= ns in the overcoming stereot= ypes that may be linked to historical racism or = oppression and (b) present material in a manner th= at suggests that racism-= related distortions are or may be part of the historical and scientific record that the students are studying?<= /span>

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TIPS FOR TEACHERS

&Oslas= h;What a teacher can do in preparation for class:=

&Oslas= h; 1. Develop a syllabus that explores multiple perspectives on <= /span>= the topic.

&Oslas= h;Incorporate multicultural examples, materials, and visual aids as much as possible in lectures.

&Oslas= h;Make sure that the expectations for the pedagogical process and learning outcomes = are stated clearly on the syllabus.

&Oslas= h;Structure project groups, panels, laboratory teams= , and the like so that membership and leadership roles are balanced across ethnic and gender groups.

&Oslas= h;Develop paper topics that encourage students to ex= plore different racial and cultural perspectives.

&Oslas= h;Assign work of scholars from a variety of racial a= nd ethnic backgrounds releva= nt to the topic being studied.

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Design classroom instruction and materials which are diverse

&Oslas= h; Develop ground rules or norms that will guid= e how students are expecte= d to interact with each other in the classroom.

&Oslas= h;Design classes with a clear structure (there is a = method and meaning to how te= aching and learning is to occur) and flexibility (not so rigid that adjustments cannot be made).

&Oslas= h;Consider how all students would experience the syl= labus.

Ø= ;Consider whether students of all cultures are like= ly to have a background in the material.

&Oslas= h;Consider whether different approaches to learning = are accounted for. <= /span>

&Oslas= h;Anticipate sensitive areas in the subject matter b= eing taught.

&Oslas= h;Think in advance about how one might handle sensit= ive topics or explosive moments.=

Ø<= /span>

Ø<= /span>

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Activate student voices=

&Oslas= h;.

&Oslas= h;Create opportunities for mutual teacher-student participation so that everyone feels a responsibility and openness to contribute.
&Oslas= h;When appropriate, encourage students to share their thoughts about the subject, acknowledging their statements as they are made.

&Oslas= h;When appropriate, create opportunities for student= s to personalize course content= with examples from their own history so that they can make = connections between ideas learned in the classroom= and those learned through= life experiences.

&Oslas= h;Let students know from the very beginning that the= ir thoughts have a place in the classroom, that we all have unique perspectives, and that these = different perspectives are an important component = of the learning process.

&Oslas= h;Make it safe for everyone to voice their views by accepting all views as worthy of consideration. Don't permit scapegoating of any student or any <= /span>view. Don't leave students alone out on a limb. &#= 13;

&Oslas= h;Avoid creating situations where students are place= d in the position of being represe= ntatives of their race.

Ø<= /span>

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Cultura= lly Responsive Questions

Ø Included is a list of questions that teachers can = ask themselves to begin to honestly and critically reflect on their sense of cultural responsiveness: =

&Oslas= h;1. How do I feel about working with students wh= o are different from me?

&Oslas= h;2. What stereotypes, biases, and fears do I hold about minority students?

Ø= ;3. Which of these stereotypes hinders effective teaching and learning?

Ø= ;4. What aspects of my teaching and classroom practices (for example, my instructional style or reward system) hinder minority student achievement?

&Oslas= h;5. How are the expectations I hold of minority children different from those of white children? (For example, are minority students given challenging = assignments? Do I praise them?) =

&Oslas= h;6. How much time and effort (in my curriculum, instruction, and asse= ssments) am I willing to devote to teaching about diverse groups and multicultural education? =

&Oslas= h;7. How much time and effort am I willing to com= mit to learning about my dive= rse students? (For example, do I attend cultural events or visit the homes and communities of my diverse students?)&= #13;

&Osla= sh;

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charset="us-ascii" function LoadSld() { var sld=3DGetObj("SlideObj") if( !g_supportsPPTHTML ) { =09 sld.style.visibility=3D"visible" return } if( MakeNotesVis() ) return runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans 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ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } } function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) || (event && (event.keyCode=3D=3D32) ) ) parent.GoToNextSld(); } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D16, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var g_fBaseHyperlink =3D false; var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0002.htm",1,-1,1),new hrefList("slide0051.htm",1,-1,1),new hrefList("= slide0055.htm",1,-1,1),new hrefList("slide0052.htm",1,-1,1),new hrefList("s= lide0049.htm",1,-1,1),new hrefList("slide0050.htm",1,-1,1),new hrefList("sl= ide0003.htm",1,-1,1),new hrefList("slide0053.htm",1,-1,1),new hrefList("sli= de0054.htm",1,-1,1),new hrefList("slide0039.htm",1,-1,1),new hrefList("slid= e0037.htm",1,-1,1),new hrefList("slide0040.htm",1,-1,1),new hrefList("slide= 0041.htm",1,-1,1),new hrefList("slide0044.htm",1,-1,1),new hrefList("slide0= 036.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function RemoveFilePrefixFromHref(href) { var regExp =3D /^file:\/\/\//i; return href.replace(regExp, "") } function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel 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UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if (MHTMLPrefix !=3D "") href =3D RemoveFilePrefixFromHref(href) if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; =09 if (MHTMLPrefix !=3D "") PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(obj.mSldHref= )) else PPTSld.location.replace(obj.mSldHref) =09 if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 if (MHTMLPrefix !=3D "") PPTSld.location.replace(MHTMLPrefix+RemoveFilePrefixFromHref(href)) else PPTSld.location.replace(href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('

' + ENDSHOW_MESG + '
') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; s.fontFamily=3DsFont s.fontSize=3D"9pt" s.paddingLeft=3D2 } function CreateSeparator( node ) { var sObj=3DCreateItem( node ) SetCMBorder(sObj,"menu","menu") var s=3DsObj.style s.borderTopColor=3D"threedshadow" s.borderBottomColor=3D"threedhighlight" s.height=3D1 s.fontSize=3D"0px" } function CreateItem( node ) { var elem=3DPPTSld.document.createElement("DIV") node.insertBefore( elem ) return elem } function SetCMBorder( o,ltClr,rbClr ) { var s=3Do.style s.backgroundColor=3D"menu" s.borderStyle=3D"solid" s.borderWidth=3D1 s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr } ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/fullscreen.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/buttons.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhWAESAPf4AAAAAIAAAACAAICAAAAAgIAAgACAgICAgAQEBISEBASEBISEhAQEhMTExAQE /KTM9Pz8/ERERPz8BAT8/KSkpGRkhMTcxCRkxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////yH5BAEAAPgALAAAAABYARIA QAj/APEJHEiwoMGDCBMqXMiwocOHECNKnEixosWLGCEiQKCRo8YDIEHig2DxAD4LKD1avDDhgUuV GUOGbHBR5QGYFBG4fHAB58EKECJEwCfUYAWPFGAygLCRKQIIUKM6WAohKUGgCikcFWh1INWoYKVS 7SrQ41GbIhGYLAuVQVOoC+IyXUuUAkG1HE3KFDhAwkgJc5/qDZmxsOHDiBMrXsy4sePDGyP7lChT 5MULmDPnlDw5YmW6FTNrfgi0aNGEZPEtbfo2bNTUpYeeRph69dPWrqvCNFuBIGG1A59CYPAVQtwF cw0OxWdTIOiBCQAjaAB17fOFII8voGmRc+eOkilm/z9OvTtnjN4hYk1YoT3H2rnBOphPAB9skgq3 2lcaX/5YnJVt9BloAar12UEIRGCZdQghMABI1Tn32IQUVthYexhmqGGGMBHAgIfEhSiiiATAtOGJ GnYI4ogsEldicAYOGNJGZaml3Y0L3NTZUBz1xlB0PUoUI0jlVWRSVN89xBKSGB1YU1TMoRfVBEle hR9HQs1GEHxQ3RZZbveZthxt/LEmXHyp5XWABSCpaRJwbM13gAACPHVccgJFgF+NEhqUAEkQSCfc ddhVhh5dVTaEAEsTUNlkZUWKN9BNGDE6QU8OrSdbllzpxyVTTrU21Uj3scfhp7nNpyoDaTIEJ3P9 If8J2kbLNYegg9JRBwGhFvbq66+ZUiDssMQWK2yHxiZLrInKNotss8l+B5yBrr5p2UIJvortANoC 6+234IbLla/elRtZjeamh5CC3Sb0YLvixivvYkDFGlZqBNh7r4n6goVvv6/ZlCicN+kL71ALTnpQ dCIZp7CihkLA3UQmoWRBogyxtBPGCTnZncVR1rSTo5nuydC/Eo8kUH+lOoTyyvjoCuZu+PjYIKLD rZybtrM1d10C0QXKEVz48GrQkEeWdFJKlbb0UmEeV0SzyC6RvNB646LWIVjUNeC1zAFb+RDKXksM 9r531bwmpQW9+hQDDsx5pqwDRWBXcFES2hc+gEn/wJGdEEWdE6LoWcoxQweaTNmkhydkKaYMYY2Q p1unbLl/pPKbn3v7EZRvrKvqlja2ONvrtoIw9tn2g32/tQBlhtYkU+MNikZ7QYlPDPuMldpOmuJX nVo5VF3HjI+q89mteX5IDd/fVFClma5kiE4f2XUJhlz09gj2NbTDRifkmu7zXjR++RVJ/lPznuvr QH2iD6S+UewP9Dnon6d2NLwN8n90BB6hC68cFMCHoe+ACASP9c4DowUyEF0OPFcDI0ij/VXPaAKC UfhS95AKGoQ7IBRICI1HwhGaUIQoLGEKT6jCFrLwhSuMoQtlCMMZ2rCGOKShDm+4wxzy8Ic+DGIP B4cIRCKGMCAAOy== ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/frame.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Multicultural Pedagogies in ------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"

No= tes

Slide Show

Outline

1

Multicultural Pe= dagogies in the Classrooms

Implementations and Strategies for Writing Across the Curriculum

Professional Development Workshop for Faculty

Dr. Shaireen Rasheed and Dr. Kathleen Kesson

srasheed@liu.edu

2

PURPOSE OF THE W= ORKSHOP

Exploring definitions of multiculturalism.

Elucidating dimensions of culturally responsible teaching.

Examining challenges faculty face when dealing with these issues.
Effective strategies of implementing multicultural education in the curriculum.

3

Multicultural Cu= rriculum within a
Social Justice Framework

According to James Banks, Sonia Nieto and other multicultural theori= sts, a multicultural curriculum is one in which the racial, ethnic, and gender variety that comprises American society is regularly and norm= ally reflected in the materials, references, assumptions, words, and acti= ons of the school's work and life (Banks, 1988).

4

Definitions of Culturally Responsive Pedagogy

Analyzes ways in which schools and the education system as instituti= ons in our society work to maintain and perpetuate racism (Banks, 1997)<= /li>
Examines the history and underlying causes of racism, sexism, and ot= her forms of institutional oppression (Banks, 1997)

Encourages academic excellence (Nieto, 1999)

Is for all students, not just students of color (Nieto, 1996)

Requires the authentic examination of white privilege and the legacy= of white dominance (McIntosh, 1989; Howard, 1999)

Teaches how racism hurts not only people of color but also whites, a= nd how it keeps us from being allies (Howard, 1999)

Demonstrates how people have worked together in history to fight aga= inst all forms of oppression (Howard, 1999)

Teaches about the shared aspects of racism and other forms of oppres= sion (Gorski, 2002)

Helps students, families, teachers, and administrators understand and relate to the histories, cultures, and languages of people different from themselves (Sleeter & Grant, 1994)

Provides opportunities to envision a better world: a just and fair society with equitable opportunities for all

Inspires and empowers us to work to make those visions come true.

5

Nieto’s De= finition of Multiculturalism

Sonia Nieto (1996) defines multicultural education as antiracist bas= ic education for all students that permeates all areas of schooling, characterized by a commitment to social justice and critical approac= hes to learning. Furthermore, multicultural education challenges and rej= ects racism and other forms of discrimination in schools and society. It accepts and affirms differences in race, ethnicity, religion, langua= ge, economics, sexual orientation, gender, and other differences that students, communities, and teachers encompass. It should permeate the curriculum and instructional strategies used in schools, as well as interactions among teachers, students, and families in school and outside of it (Nieto, 1999).

6

Characteristics = of Multicultural Education

Multicultural Education is antiracist education.

Multicultural Education is basic education.

Multicultural Education is important for all students.

Multicultural Education is a process.

Multicultural Education is pervasive.

Multicultural Education is education for social justice.

(Adapted from Sonia Nieto, Affirming Diversity.)

7

Bank’s Def= inition of Multiculturalism

Banks (1993a) identifies four approaches to multicultural education, each increasingly more significant and comprehensive: (1) teaching a= bout contributions of culturally different groups and individuals; (2) an additive approach in which multicultural lessons and units of study = are supplements or appendages to existing curricula; (3) a transformation approach in which the basic nature of curriculum and instruction are changed to reflect the perspective and experiences of diverse cultur= al, ethnic, racial, and social groups; and (4) a decision making and soc= ial action approach that teaches students how to clarify their ethnic and cultural values, and to engage in socio political action for greater equality, freedom, and justice for everyone.

8

Principles of Cu= lturally Responsive Teaching

Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.<= /li>
Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects= of learning (Ladson-Billings,1994).

Some of the characteristics of culturally responsive teaching are:
Positive perspectives on parents and families

Communication of high expectations

Learning within the context of culture

Student-centered instruction

Culturally mediated instruction

Reshaping the curriculum

Teacher as facilitator

9

Challenges Facul= ty Face

Discussions seem to center around the problem of respecting and crea= ting safe space for students more than they do around acknowledging our o= wn complicated positions. In this way the other remains the other, no matter how we may seek to accommodate her. It is here that the nature of pedagogy itself becom= es problematic. The position of the instructor is too easily erased in = the traditional classroom. It is the very thing which is not in question= and by which all other questions and answers are defined. The equation of objectivity with knowledge leaves the educator without a way to situ= ate her/himself--without a subjectivity.

10

"Strategie= s For Implementing Culturally Responsive..."

Strategies For Implementing Culturally Responsive Pedagogies in Writing Across the Curriculum

11

Making the Most= of Diversity in the Classroom (Activity)

I. What do we mean by ‘diversity’ in the classroom and making the most of it?

II. A paradigm for teaching that responds to ‘diversity’= :

A) Caring

B) Communication

C) Curriculum

D) Instruction

III. Recommendations for making the most of diversity.

What we are already doing in our classrooms?

What we still need to do?

(Culturally Responsive Teaching:Theory, Research and Practice, Gene= va Gay)

12

Multicultural P= lanning Questions

Do the lesson content and strategies promote educational equity?

Do the lesson content and strategies make use of, or help develop, collaborative empowering relationships among parents, students and teachers/

Is cultural pluralism and or intergroup harmony promoted in the classroom?

Does the lesson content increase the student’s multicultural knowledge?

Does the lesson content (a) help correct distortions in the overcomi= ng stereotypes that may be linked to historical racism or oppression and (b) present material in a manner that suggests that racism-related distortions are or may be part of the historical and scientific reco= rd that the students are studying?

13

TIPS FOR TEACHE= RS

What a teacher can do in preparation for class:

1. Develop a syllabus that explores multiple perspectives on t= he topic.

Incorporate multicultural examples, materials, and visual aids as mu= ch as possible in lectures.

Make sure that the expectations for the pedagogical process and lear= ning outcomes are stated clearly on the syllabus.

Structure project groups, panels, laboratory teams, and the like so = that membership and leadership roles are balanced across ethnic and gender groups.

Develop paper topics that encourage students to explore different ra= cial and cultural perspectives.

Assign work of scholars from a variety of racial and ethnic backgrou= nds relevant to the topic being studied.

14

Design classroom instruction and materials which are diverse

Develop ground rules or norms that will guide how students are expected to interact with each other in the classroom.

Design classes with a clear structure (there is a method and meaning= to how teaching and learning is to occur) and flexibility (not so rigid that adjustments cannot be made).

Consider how all students would experience the syllabus.

Consider whether students of all cultures are likely to have a background in the material.

Consider whether different approaches to learning are accounted for.=

Anticipate sensitive areas in the subject matter being taught.

Think in advance about how one might handle sensitive topics or explosive moments.

15

Activate studen= t voices

.

Create opportunities for mutual teacher-student participation so that everyone feels a responsibility and openness to contribute.

When appropriate, encourage students to share their thoughts about t= he subject, acknowledging their statements as they are made.

When appropriate, create opportunities for students to personalize course content with examples from their own history so that they can make connections between ideas learned in the classroom and those learned through life experiences.

Let students know from the very beginning that their thoughts have a place in the classroom, that we all have unique perspectives, and th= at these different perspectives are an important component of the learn= ing process.

Make it safe for everyone to voice their views by accepting all view= s as worthy of consideration. Don't permit scapegoating of any student or= any view. Don't leave students alone out on a limb.

Avoid creating situations where students are placed in the position = of being representatives of their race.

16

Culturally Resp= onsive Questions

Included is a list of questions&nb= sp; that teachers can ask themselves to begin to honestly and critically reflect on their sense of cultural responsiveness:

1. How do I feel about working with students who are different from = me?

2. What stereotypes, biases, and fears do I hold about minority students?

3. Which of these stereotypes hinders effective teaching and learnin= g?

4. What aspects of my teaching and classroom practices (for example,= my instructional style or reward system) hinder minority student achievement?

5. How are the expectations I hold of minority children different fr= om those of white children? (For example, are minority students given challenging assignments? Do I praise them?)

6. How much time and effort (in my curriculum, instruction, and assessments) am I willing to devote to teaching about diverse groups= and multicultural education?

7. How much time and effort am I willing to commit to learning about= my diverse students? (For example, do I attend cultural events or visit= the homes and communities of my diverse students?)

------=_NextPart_01C65971.63239290 Content-Location: file:///C:/1F7C548C/Rashid-Multicultural_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C65971.63239290--

1	Multicultural Pe= dagogies in the Classrooms Implementations and Strategies for Writing Across the Curriculum Professional Development Workshop for Faculty Dr. Shaireen Rasheed and Dr. Kathleen Kesson srasheed@liu.edu
2	PURPOSE OF THE W= ORKSHOP Exploring definitions of multiculturalism. Elucidating dimensions of culturally responsible teaching. Examining challenges faculty face when dealing with these issues. Effective strategies of implementing multicultural education in the curriculum.
3	Multicultural Cu= rriculum within a Social Justice Framework According to James Banks, Sonia Nieto and other multicultural theori= sts, a multicultural curriculum is one in which the racial, ethnic, and gender variety that comprises American society is regularly and norm= ally reflected in the materials, references, assumptions, words, and acti= ons of the school's work and life (Banks, 1988).
4	Definitions of Culturally Responsive Pedagogy Analyzes ways in which schools and the education system as instituti= ons in our society work to maintain and perpetuate racism (Banks, 1997)<= /li> Examines the history and underlying causes of racism, sexism, and ot= her forms of institutional oppression (Banks, 1997) Encourages academic excellence (Nieto, 1999) Is for all students, not just students of color (Nieto, 1996) Requires the authentic examination of white privilege and the legacy= of white dominance (McIntosh, 1989; Howard, 1999) Teaches how racism hurts not only people of color but also whites, a= nd how it keeps us from being allies (Howard, 1999) Demonstrates how people have worked together in history to fight aga= inst all forms of oppression (Howard, 1999) Teaches about the shared aspects of racism and other forms of oppres= sion (Gorski, 2002) Helps students, families, teachers, and administrators understand and relate to the histories, cultures, and languages of people different from themselves (Sleeter & Grant, 1994) Provides opportunities to envision a better world: a just and fair society with equitable opportunities for all Inspires and empowers us to work to make those visions come true.
5	Nieto’s De= finition of Multiculturalism Sonia Nieto (1996) defines multicultural education as antiracist bas= ic education for all students that permeates all areas of schooling, characterized by a commitment to social justice and critical approac= hes to learning. Furthermore, multicultural education challenges and rej= ects racism and other forms of discrimination in schools and society. It accepts and affirms differences in race, ethnicity, religion, langua= ge, economics, sexual orientation, gender, and other differences that students, communities, and teachers encompass. It should permeate the curriculum and instructional strategies used in schools, as well as interactions among teachers, students, and families in school and outside of it (Nieto, 1999).
6	Characteristics = of Multicultural Education Multicultural Education is antiracist education. Multicultural Education is basic education. Multicultural Education is important for all students. Multicultural Education is a process. Multicultural Education is pervasive. Multicultural Education is education for social justice. (Adapted from Sonia Nieto, Affirming Diversity.)
7	Bank’s Def= inition of Multiculturalism Banks (1993a) identifies four approaches to multicultural education, each increasingly more significant and comprehensive: (1) teaching a= bout contributions of culturally different groups and individuals; (2) an additive approach in which multicultural lessons and units of study = are supplements or appendages to existing curricula; (3) a transformation approach in which the basic nature of curriculum and instruction are changed to reflect the perspective and experiences of diverse cultur= al, ethnic, racial, and social groups; and (4) a decision making and soc= ial action approach that teaches students how to clarify their ethnic and cultural values, and to engage in socio political action for greater equality, freedom, and justice for everyone.
8	Principles of Cu= lturally Responsive Teaching Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.<= /li> Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects= of learning (Ladson-Billings,1994). Some of the characteristics of culturally responsive teaching are: Positive perspectives on parents and families Communication of high expectations Learning within the context of culture Student-centered instruction Culturally mediated instruction Reshaping the curriculum Teacher as facilitator
9	Challenges Facul= ty Face Discussions seem to center around the problem of respecting and crea= ting safe space for students more than they do around acknowledging our o= wn complicated positions. In this way the other remains the other, no matter how we may seek to accommodate her. It is here that the nature of pedagogy itself becom= es problematic. The position of the instructor is too easily erased in = the traditional classroom. It is the very thing which is not in question= and by which all other questions and answers are defined. The equation of objectivity with knowledge leaves the educator without a way to situ= ate her/himself--without a subjectivity.
10	"Strategie= s For Implementing Culturally Responsive..." Strategies For Implementing Culturally Responsive Pedagogies in Writing Across the Curriculum
11	Making the Most= of Diversity in the Classroom (Activity) I. What do we mean by ‘diversity’ in the classroom and making the most of it? II. A paradigm for teaching that responds to ‘diversity’= : A) Caring B) Communication C) Curriculum D) Instruction III. Recommendations for making the most of diversity. What we are already doing in our classrooms? What we still need to do? (Culturally Responsive Teaching:Theory, Research and Practice, Gene= va Gay)
12	Multicultural P= lanning Questions Do the lesson content and strategies promote educational equity? Do the lesson content and strategies make use of, or help develop, collaborative empowering relationships among parents, students and teachers/ Is cultural pluralism and or intergroup harmony promoted in the classroom? Does the lesson content increase the student’s multicultural knowledge? Does the lesson content (a) help correct distortions in the overcomi= ng stereotypes that may be linked to historical racism or oppression and (b) present material in a manner that suggests that racism-related distortions are or may be part of the historical and scientific reco= rd that the students are studying?
13	TIPS FOR TEACHE= RS What a teacher can do in preparation for class: 1. Develop a syllabus that explores multiple perspectives on t= he topic. Incorporate multicultural examples, materials, and visual aids as mu= ch as possible in lectures. Make sure that the expectations for the pedagogical process and lear= ning outcomes are stated clearly on the syllabus. Structure project groups, panels, laboratory teams, and the like so = that membership and leadership roles are balanced across ethnic and gender groups. Develop paper topics that encourage students to explore different ra= cial and cultural perspectives. Assign work of scholars from a variety of racial and ethnic backgrou= nds relevant to the topic being studied.
14	Design classroom instruction and materials which are diverse Develop ground rules or norms that will guide how students are expected to interact with each other in the classroom. Design classes with a clear structure (there is a method and meaning= to how teaching and learning is to occur) and flexibility (not so rigid that adjustments cannot be made). Consider how all students would experience the syllabus. Consider whether students of all cultures are likely to have a background in the material. Consider whether different approaches to learning are accounted for.= Anticipate sensitive areas in the subject matter being taught. Think in advance about how one might handle sensitive topics or explosive moments.
15	Activate studen= t voices . Create opportunities for mutual teacher-student participation so that everyone feels a responsibility and openness to contribute. When appropriate, encourage students to share their thoughts about t= he subject, acknowledging their statements as they are made. When appropriate, create opportunities for students to personalize course content with examples from their own history so that they can make connections between ideas learned in the classroom and those learned through life experiences. Let students know from the very beginning that their thoughts have a place in the classroom, that we all have unique perspectives, and th= at these different perspectives are an important component of the learn= ing process. Make it safe for everyone to voice their views by accepting all view= s as worthy of consideration. Don't permit scapegoating of any student or= any view. Don't leave students alone out on a limb. Avoid creating situations where students are placed in the position = of being representatives of their race.
16	Culturally Resp= onsive Questions Included is a list of questions&nb= sp; that teachers can ask themselves to begin to honestly and critically reflect on their sense of cultural responsiveness: 1. How do I feel about working with students who are different from = me? 2. What stereotypes, biases, and fears do I hold about minority students? 3. Which of these stereotypes hinders effective teaching and learnin= g? 4. What aspects of my teaching and classroom practices (for example,= my instructional style or reward system) hinder minority student achievement? 5. How are the expectations I hold of minority children different fr= om those of white children? (For example, are minority students given challenging assignments? Do I praise them?) 6. How much time and effort (in my curriculum, instruction, and assessments) am I willing to devote to teaching about diverse groups= and multicultural education? 7. How much time and effort am I willing to commit to learning about= my diverse students? (For example, do I attend cultural events or visit= the homes and communities of my diverse students?)