MAHAL
MAHAL
MAHAL
LEADER:
MEMBERS:
AIKA BALAME
MARIEL LIMOSNERO
VERONICA MOJADO
FEBRAMAY URBANO
CHAPTER V
CULTURAL CHANGES
MULTICULTURALISM
Multiculturalism
Is the way in which a society deals with cultural diversity, both at the national and at the community
level. Sociologically, multiculturalism assumes that society as a whole benefits from increased diversity
through the harmonious coexistence of different cultures.
Whenever two or more people come together with a shared purpose, they form a culture with its own
written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures.
These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Changes in culture that are initiated by a group need cultural support of members of the group, or else
they will not last long. A supportive cultural environment is needed for lasting change.
Three interrelated, but nevertheless distinctive, referents of multiculturalism and its related adjective
multicultural are presented below :
Demographic-descriptive
usage occurs where the word multicultural refers to the existence of linguistically, culturally and
ethnically diverse segments in the population of a society or state.
Ideological-normative
usage of multiculturalism generates the greatest level of debate since its constitutes a slogan and basis
for political action.
Programmatic- political
usage of multiculturalism refers to the specific policies developed to respond and manage ethnic
diversity.
MULTICULTURAL EDUCATION
Multicultural education
Refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and
perspectives of people from different cultural backgrounds.
Banks and Banks (1995) define multicultural education as a field of study and an emerging discipline
whose major aim is to create equal educational opportunities from diverse racial, ethnic, social class and
cultural group. A related goal of multicultural education is to help all students develop more positive
attitudes toward different racial, ethnic, cultural and religious group. One way of achieving this goal is to
transform the curriculum by integrating these groups.
Teachers must be prepared to effectively facilitate learning for every individual student, no matter
how culturally similar or different from themselves. Schools must be active participants in ending
oppression of all types, first by ending oppression within their own walls, then by producing socially
and critically active and aware students.
James Banks says that there are four approaches for accomplishing this.
LEVEL 1: CONTRIBUTIONS
Heroes, holidays and food become special focus on a particular day, recognizing the contributions of
various groups.
LEVEL 2: ADDITIVE
Special units and topics about various groups are added to, but do not fundamental alter, the
curriculum.
LEVEL 3: TRANSFORMATION
Curriculum is changed, so that student sees the world from different perspective of various groups.
Students make decisions about their world and become directly involved in social action.
Five Dimensions of Multicultural Education
1. Content Integration - it deals with the extent to which teachers use examples and content from a
variety of cultures and groups to illustrate key concepts, generalizations and issues with their subject
areas.
2. Knowledge construction process - it describes how teachers help students to understand, investigate
and determine how the biases, frames of reference, and perspectives with in a disciplines influence the
ways in which knowledge is constructed with in it.
3. Prejudice reduction - it describes lessons and activities used by teachers to help students to develop
positive attitudes towards different racial, ethnic groups.
4. Equity pedadogy - it exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse social, cultural and social class groups.
5. Empowering school cultures and social structure - this dimension is created students from diverse
racial, ethnic and gender group to experience equality and equal status.
SUBCULTURES
Refers to cultural patterns that set apart some segment of society’s population. It can be based on age,
ethnicity, residence, sexual preference, occupation, and many other factor.
Sociologists define subculture as cultural patterns that set apart some segment of a society’s population.
Subcultures can be based on age, ethnicity, residence, sexual preference, occupation, and many factors.
Sometimes, the special cultural traits of a particular group are too numerous and too interwoven to be
called specialties.
FUNCTIONS OF SUBCULTURES
refers to the methods or ways in education that is used in varying cultures. A cultural dimension
includes topics which are less covered in other regions, avoiding certain subject areas and history of the
local area.
Imply the transmission of ideas from generation to generation by significant members of the older
generation (parents, teachers, religious leaders, and other stake holders).
Religion: different cultures have different attitudes towards religions, and there are various religions.
However, in developed countries, students are taught a different range of religions even to those who
attend school with religious learning.
History: cultural dimensions are different in history. Most school is based on what happened in the
home country of the students. Therefore, history varies from country to country. A.
Subject Areas: an educational institution in different countries teach a very different range of subjects.
In some schools, students are taught three languages and in other school, students are provided with
options of studying a language in high school.