MULTICULTURAL

EDUCATION
Course Outline
 Introduction
 Your Perspective
 Terms
 Multicultural Education
 Cultural Responsiveness
 Closing Reflection
 PURPOSE

Increase
awareness and
respect for ALL
differences,
through
multicultural
education.
 Student Success Standards
Global Citizenship
◦ DSS.K-2.14-15:
◦ Understand and describe the interactive roles and relationships among family
members and classroom community.
◦ Identify self as a member of groups within a community.
◦ Understand similarities and respect differences among people, such as gender, race,
disability, culture, language, and family structure.
◦ DSS.3-5.14-15:
◦ Investigate and respect aspects of various communities and discuss how these
contribute to each individual’s perspective of local, state, and world events.
◦ Identify themselves as members of varied groups within the local, state, national,
and international community.
◦ Interact respectfully with all individuals regardless of gender, race, disability, culture,
language, and family structure
 Student Success Standards
Global Citizenship
◦ DSS.6-8.14-15:
◦ Compare and contrast aspects of various communities and describe how these
contribute to each individual’s perspective and world view.
◦ Analyze factors that contribute to different social and world views (e.g., ethnicity,
race, culture, gender, sexual orientation, family composition, lifestyle, religion,
economic status and nationality).
◦ Apply an inter-culturally sensitive perspective to social interactions.
◦ Describe global issues and events from perspectives of various individuals and
groups to understand viewpoints other than one’s own.
◦ Investigate methods for enhancing language proficiency and the ability to
communicate effectively across cultural and linguistic boundaries.
◦ Describe how stereotyping and prejudices impact interpersonal relationships.
 Student Success Standards
Global Citizenship
◦ DSS.9-12.14-15:
◦ Describe how the characteristics of diverse world regions and individual
communities contribute to varying world views.
◦ Investigate and explain how factors such as ethnicity, gender, religion, sexuality,
and economic conditions contribute to different social and world views.
◦ Analyze global issues and events to gain an understanding of others’ viewpoints.
◦ Analyze language, behavior, and non-verbal communication cues to interact
respectfully with diverse cultures.
◦ Examine the influence of stereotyping and prejudice and how they impact
relationships.
 Education
It is a key role to play in equipping youth with the knowledge, values,
skills and attitudes to understand their rights and empower them to
promote just societies.
 Activity 3
Individual Task:
If young people do not know what their human rights are
and what laws and institutions protect them, how can they
exercise these rights in a post-crisis world?
◦ (Develop a 3-paragraph response to this question. Word Format)
UNESCO develops educational programmes that teach children and young people about their
rights and the rule of law, equip them with a strong ethical compass and empower them to
become champions for justice in their schools and communities.  
To bridge the gap between education and justice professionals, UNESCO has partnered with
UNODC. Their joint initiative, Global Citizenship Education for the Rule of Law, aims to:
guide policy for changemakers from the education and justice sectors;
support teachers in primary and secondary schools with 
educational tools and interactive pedagogies that empower students’ voices and democratic
participation;
train teacher trainers and policy-makers on how to embed such learning in education systems;
and foster children and youth engagement for just societies.
 Diversity Makes Us Different
Primary Dimensions of Diversity Secondary Dimensions of
Diversity
 Age
 Race  Education
 Ethnicity  Communication style
 Heritage  Work background
 Gender  Work style
 Physical abilities/qualities  Income: Wealth/Poverty
 Sexual/affection orientation  Marital status
 Mental abilities/characteristics  Military experience
 Religious beliefs
 Geographic location
 Parental status
 ACTIVITY 4

Name 5 Things

List 5 things about you,

that if taken from you,
you would not be the same
person you are today.
 Consider the Students

When we ask students to remove

aspects of themselves to
accommodate our teaching or
schools, we are disabling their
ability to learn and achieve at full
capacity.
Important
Terms
 ACTIVITY 5

Defining Terms Used in Multicultural Education

 Culture  Global Competence

 Diversity  Tolerance
 Ethnicity  Bias
 Race  Stereotype
 Multicultural Education  Equity
 Cultural Responsiveness  Equality
 Cultural Proficiency
 Equality vs. Equity

Equality means giving each student

the same resource.
Educational equity means that every
student has access to the resources
and educational rigor they need at the
right moment in their education,
despite race, gender, ethnicity,
language, family income, family
background, or disability.
What about your
perspective in
Equity and
Equality?
 The Culture of Schooling
20th Century 21st Century
 Tolerance  Transformation
 Factory Model  Inclusive Systems
 Top Down  Collaborative/Co-Creative
 Silos  Leadership Teams
 Gatekeepers  Agents of Change
 Intervention Programs
 School-Wide Support/Prevention
 Deficits
 Assets
 “Old School”
 Multiple Perspectives
 Diversity Training
 Cultural Proficiency Practices
Adapted from Diana L. Stephens, Ph.D.
 ACTIVITY 6

The Culture of Schooling

1. Compare and contrast one of the following 20th and 21st century
culture of schooling aspects:
 Factory Model vs. Inclusive System
 Top Down vs. Collaborative/Co-Creative
 Gatekeepers vs. Agents of Change
 Intervention Programs vs. School Wide Support/Prevention
 Deficits vs. Assets
 “Old School” vs. Multiple Perspectives

2. Identify the pros and cons of the 20th and 21st century culture of
schooling aspects they have chosen.
3. Determine if your building (administrator), classroom (teacher/others)
or office (counselors, nurses, etc.) represents 20th or 21st century
culture of schooling.

20
 Multicultural Perspectives

¨ Windows ¨ Mirrors
 ACTIVITY 7

First Impressions…Who Are They?

Write down your

thoughts and
impressions regarding
the individual or
groups of individuals
on the next eight
slides.

22
ACTIVITY
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 National Merit Scholar Winners, 2011
National Merit Finalists from Pattonville High School are (from left)
Erica Ream, Jordi Mendard and Khalil Griffin.
 Who is Anders Behring Breivik? 

A Norwegian Christian extremist who was behind the Oslo

shootings and bombing in Norway, killing up to 98 on July 23,
2011.
Shawn Samic, 11, helped a fellow student, 11-year-old Asha Mohamed,
when she was accidently run over by her mother after school on
Monday. Samic ran home to get a car jack, which was used to help free
the girl, who was pinned under the car.
Bill Gates
Tevin Hood is a walk-on freshman defensive lineman for
Duke University. He is a National Merit Scholar .
(September, 2010)
Former Pope Benedict XVI
Colton Harris-Moore (born March 22, 1991) is an American criminal and former fugitive from
Camano Island, Washington. He was charged with the thefts of small aircraft, a boat, and two cars and
in the burglaries of at least 100 private residences in various locations around the Pacific Northwest of
the United States and Canada. He fled to the Bahamas on July 4, 2010, allegedly in a plane stolen from
Bloomington, Indiana. Harris-Moore was arrested in Harbour Island, Bahamas, on July 11, 2010, after
police shot out the engine of the boat in which he was attempting to flee. On January 27, 2012, he was
sentenced to six and a half years for related federal crimes. He became known as the "Barefoot Bandit"
by reportedly committing some of his crimes barefoot, once leaving behind 39 chalk footprints and the
word "c'ya!".
 ACTIVITY 8

FIRST IMPRESSIONS: Who are they?

 Looking Inward
As highlighted in the Overview Session, each individual sees the world
through his or her cultural lens and experiences.

Each individual’s experiences impacts the way he or she interacts with

others, including students, parents/guardians, and colleagues.

An individual’s experiences may create biases, whether consciously or

unconsciously, that impact how he or she may function in their role within
the school system.

Gaps in academics, access, opportunities, and services may exist within a

school or school system based upon others’ first impressions of them.
Multicultural
Education
 The Multicultural Curriculum
Teachers can help to overcome superficial
differences to create a multicultural,
democratic society.
Allow the curriculum to consist of a wide
variety of teaching strategies that embrace the
diverse cultures in the classroom.
Teachers will determine bias and carefully
monitor all students in the classroom to assure
that diversity is valued.
 The Multicultural Curriculum

Multicultural education also aims

to ensure equitable individual
participation in all aspects of
society and to enable people to
maintain their own culture while
participating together to live in a
common society.
 The Multicultural Curriculum

Schools have a responsibility to teach students:

 respect for self and others;
 how to create relationships with a wide
range of people;
 how to work toward eliminating
prejudice and discrimination.
 The “Every Child” Statement
By “every child”, we mean every child – no exceptions.
We emphasize that “every child” includes:

 learners of English as a second language and speakers of English as a first language;

 members of underrepresented ethnic groups and members of well-represented groups;

 students who are physically challenged and those who are not;

 males and females;

 students who live in poverty and those who do not;

 students who have or have not been successful in school.

Stages of Multicultural Curriculum Transformation

 Curriculum of the Mainstream

 Heroes and Holidays
 Integration
 Structural Reform
 Multicultural, Social Action, and Awareness

Paul Gorski, Ph.D. – Multicultural Pavilion

 Cultural
Responsiveness
The GLOBAL TEACHER
 An educator may use
superior teaching
strategies. The strategies
are, however, only as
effective as the
educator’s ability to
engage and relate to
students.
 ACTIVITY
ACTIVITY

Six Types of Teachers

1. Repeat Offenders
 Use the same lessons year after year rather than
updating lessons to meet students’ changing needs.
 Make derogatory comments to or about students.

2. Referral Agents
 20% of teachers make 80% of referrals.
3. Instructors
 Teach subjects not students.
 ACTIVITY

Six Types of Teachers

4. Missionaries
 Going to save everyone
 These teachers usually don’t last long
5. Teachers
 Understand their subject content
 Realize all students are able to learn
 Teach students rather than just teaching subject
 Use differentiated instruction/strategies which reach all
students
6. Coaches
 Same as teachers, but creates bonds with all students.
 ACTIVITY 8

WHO ARE YOU AS A FUTURE TEACHER?

If you are not one of the mentioned type from the

previous slides, who are you then? If you have a
research about the kind of teacher you are, include
this on your description as a teacher. (2 paragraphs
can do)
What is Culturally Responsive Teaching?

Academic Standards + Relevance to Students

Lives =
Culturally Responsive Teaching
 Culturally Responsive Teaching
Teachers who consistently get results with all groups of
students:
 Have strong content knowledge;

 Have an array of effective strategies;

 Draw on prior knowledge of their students;

 See the range of student abilities and differentiate

instruction; and

 Constantly examine their own attitudes about race, class,

and culture. (Moir, 2002).
Next Steps
 Reflection/Action Steps

 Reflect on how you have made all students welcome in your

classroom, on the bus, in the cafeteria, or in the hallways.
 Complete the Self-Assessment on Classroom Environment.
 Implement one new strategy regarding multicultural education
during the 2018-2019 school year.
I am sorry for the late introduction!
 I AM,

JENNIFER L. EDROSO
(Certified Ilocano, with a strong personality, a person who is moody at times, but several times
humorous)
Profile
Expertise:
Thesis and Dissertation Consultant
Creative Writer
Content Writer
Journalistic Writing and Editing
Trainer
LET/Civil Service Reviewer
Essay and Thesis Coach (Championship National Level)
 Educational Background
Language, Literature and Applied Linguistics Professor
Degree:
PhD in Applied Linguistics (Candidate)-DLSU Taft Manila
PhD in Linguistics- Academic Units earned UP Diliman
Master of Arts in Education-Academic units earned, Northeastern University
MAEd English- Isabela State University-Echague
Master of Arts in Language Education- earned units UP Diliman
BSE English-Philippines Normal University
Email me at:
Contact:
Labuguen_Jennifer@yahoo.com
Jajalabuguenedroso@gmail.com
My introduction is not to brag but to inspire everyone to
keep reaching their goals in life despite a lot of struggles
and poverty!

KEEP MOVING KEEP LEARNING

KEEP REACHING THE STARS
 Questions/Comments?
Thank you for your participation!