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Multicultural Education > Essay Questions Unit 1 > Flashcards

Essay Questions Unit 1 Flashcards

1
Q

PAIRING & CLUSTERING X3

A

PAIRING
-Black & White schools were connected in that they cooperated with one another
-White & black learners taught until certain grade in 1 school & then moved to other school
CLUSTERING
-Same as pairing but involved more than just 2 schools

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2
Q

BUSING X4

A
  • Buses took learners from their neighbourhood to a school in another neighbourhood to create racially balanced schools
  • Parents had to send children to these schools
  • Tried to give black learners equal learner opportunities
  • Before you couldn’t deny learners based on race -> now you had to be aware of race & maintain balance
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3
Q

MAGNET SCHOOLS & EDUCATIONAL PARKS X2

A
  • Tried to promote voluntary integration

- Tried to convince parents to send learners to specific schools by ensuring quality of education was very good

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4
Q

SUPPLEMENTARY EDUCATION X6

A

-Black learners were not used to desegregated schools
-Supplementary education was provided to help them be able to fully assimilate
Done by
-Putting them in smaller classes
-Providing extra English
-Making changes to text books
-Providing psychologists & social workers

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5
Q

FEATURES & GOALS OF MULTICULTURAL EDUCATION X8

A

RECOGNISES & ACCEPTS RIGHTS OF DIFFERENT GROUPS
Goal to change schools so all have equal learning opportunities

ENCOURAGES ACCULTURATION & CULTURAL PRESERVATION
Goal to teach learners to be able to maintain own cultural aspects
& to be able to function in diverse society

ENCOURAGES MUTUAL INTERACTION & PARTICIPATION
Goal for different groups to respect one another by understanding one another

SEES DIVERSITY AS A PRO NOT A CON
Goal to teach learners to value other cultural aspects

ACKNOWLEDGES EQUAL RIGHTS OF ALL GROUPS
Goal to teach learners to be aware of & fight for rights

PROMOTES EQUAL EDUCATIONAL OPPORTUNITIES
Goal to ensure all learners have academic success

INCLUDES MANY HUMAN DIFFERENCES
Race, culture, gender etc

WHOLE SCHOOL NEEDS TO BE CHANGED
Not just curriculum
All needs are accommodated

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6
Q

DIMENSION - CONTENT INTEGRATION X3

A
  • Refers to how much multicultural content the teacher uses to teach important knowledge to diverse class
  • Content of subjects should be adapted to represent aspects of the different cultures
  • Especially important when info is omitted or misrepresented
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7
Q

KNOWLEDGE CONSTRUCTION PROCESS X2

A
  • Refers to how teachers use methods, activities & questions to help learners understand how cultural assumptions, perspectives & biases influence how knowledge is created in any subject.
  • By being aware of this process teachers can help learners understand how knowledge is created and influenced by the racial, ethnic, and social class positions of individuals or groups.
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8
Q

PREJUDICE REDUCTION X4

A

-Reducing prejudices will help learners to think & feel positively about other groups
-Important because learners already have negative thoughts & feelings & misconceptions about other groups before they have come to school.
Should change attitude for 2 reasons:
-Reduce child’s bias
-Replace with positive attitudes towards groups

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9
Q

EQUITY PEDAGOGY X5

A
  • Refers to teachers change the way they teach to allow all diverse students to be academically successful
  • Use variety of teaching methods & styles that accommodate diverse learning styles
  • Teachers should have high expectations for all learners
  • Incorporate positive aspects of the groups into the lessons
  • Motivate learners to work with & produce knowledge
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10
Q

AN EMPOWERING SCHOOL CULTURE X2

A
  • Refers to changing culture & organisation of school so that all learners can treated equally
  • This means involving all members to change the school to accommodate the needs of everyone
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11
Q

INFLUENCE LANGUAGE HAS ON MULTICULTURAL ED. X4

A
  • People in school speak a variety of different home languages
  • Have different levels of competence in the language of instruction
    • For historic reasons, most schools only have 1 language of instruction
      • Different from home language of many people
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12
Q

INFLUENCE FAMILY STRUCTURE HAS ON MULTICULTURAL ED. X3

A

-Teachers are generally use to learners having Nuclear families
-Teacher may not like learners getting help from the following caregivers
Extended family – too many caregivers – help not consistent
Au-pair – not appropriate
Single parent families
Partners living together
Gay or lesbian parents
-Teachers should be accepting of all microcultures regardless of caregiver’s status

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13
Q

READY-TO-SIGN CONTRACTS X4

A
  • Terms of exchange decided before
  • No further negotiation can take place
  • Don’t want to regulate relationship
  • Example: We don’t want to behave like other microcultures but we expect them to behave like us
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14
Q

QUASI-COMPLICATED CULTURAL CONTRACTS x3

A
  • Partly pre-negotiated and partly open for negotiation
  • Not ready to fully cooperate
  • They want control over their world-view
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15
Q

CO-CREATED CULTURAL CONTRACTS x5

A
  • Fully negotiable
  • Only limited by personal preference
  • Best way to regulate relationships
    • They acknowledge & value others’ cultures
  • Cooperative because they want to be and not because they must be
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16
Q

CLASSROOM MEETINGS FOR RESOLVING CONFLICTS x9

A
  • Teachers provide leadership & structure to learners to give opportunity to resolve their own problems
  • Learners from all grades should get involved in organising meetings
    • They write down problem behaviour
    • They set a day & time for meeting
    • They develop cooperative skills beforehand
    • Teacher & learners work together to identify problem behaviour
    • Learners work together to solve problems
      • Make learners aware solutions must be reasonable, relevant & respectful
    • Rules of meetings depend on level of grades
17
Q

GUIDELINES FOR EFFECTIVE COMMUNICATION X5

A

BE ABLE TO DISTINGUISH BETWEEN IMPLICIT & EXPLICIT MESSAGES.

USE VERBAL & NONVERBAL COMMUNICATION

ACCEPT CULTURAL DIFFERENCES
Culture influences how we understand concepts
We perceive things from different perspectives

AVOID MISUNDERSTANDINGS & MISPERCEPTIONS
Learners who are not speaking in their own language may be perceived as stupid because of accent

ACCEPT DIFFERENT PERCEPTIONS
Our perception of a person influences the way we communicate with them
We should not allow ours biases to influence the way we judge a person

18
Q

BICS X4

A
  • Basic Interpersonal Communication Skills
  • Consist of explicit aspects of language (pronunciation, basic vocab & grammar)
  • Allow learners to communicate fluently in everyday situations
  • Not enough for academic success
19
Q

CALP X3

A
  • Cognitive Academic Language Proficiency
  • Needed to understand academic concepts & to perform higher thinking to achieve academic success
  • Learners learning new language find it difficult to relate academic concepts because they are more abstract & more difficult to understand than concepts in everyday situations
20
Q

SCHOOL MANAGEMENT TEAMS & SCHOOL GOVERNING BODIES X5

A

• Both should be aware of the needs of different language groups.
o School should check yearly which home languages each learner speaks.
o Share findings with whole staff at beginning of each year.
 Staff - informed knows what approaches to use to accommodate linguistically diverse school
• SGB’s job is to decide on a budget for all that is related to helping English language learners as accommodating them will involve things like hiring specialists and more resources.

21
Q

GENERAL SCHOOL CLIMATE X4

A
  • Created so that the different languages that different groups of people in the learners’ school and their society speak are respected & valued & all learners feel a sense of belonging in the learning environment – do not feel less important than those who speak another language.
  • Learners who speak English as a home language have opportunity to learn other languages in their society & their value.
  • This kind of climate promotes respect & tolerance towards all the languages all the learners in society speak as a home language and helps to acknowledge their worth
22
Q

PROMOTING READING SKILLS X7

A

-Teacher should read aloud to learners – easy & enjoyable way for learners to learn literature
-Get volunteers to read to aloud to learners – variety of voices
-Create tapes of recordings of various people reading book – learners follow along as they read
-Sometimes allow learners to read aloud without being corrected
-Encourage learners to read silently everyday
-Encourage learners to read stories to friends
Encourage learners to read multicultural fiction

23
Q

PROMOTING WRITING SKILLS X6

A
  • Allow learners to write with other learners in groups
  • Allow learners to get feedback from group on their writing & revise what they have written
  • Allow learners to take writing home so parents can help them with writing & revision
  • Allow learners to use variety of forms of writing to teach writing skills
  • Allow learners to publish writing in school magazine
  • Allow learners to write own book
24
Q

LEARNING ENVIRONMENT CATEGORIES X5

A
  • ENVIRONMENTAL FACTORS
  • EMOTIONAL FACTORS
  • SOCIOLOGICAL FACTORS
  • PHYSICAL FACTORS
  • PSYCHOLOGICAL FACTORS
25
Q

LEARNING ENVIRONMENTAL FACTORS X5

A 
-We all like to learn in different environments
In terms of:
-Sound levels
-Lighting
-Temperature
-Position in class
26
Q

FIELD-DEPENDENT LEARNERS

A

Prefer more global, holistic & relational approach to learning

RELATIONSHIP WITH PEERS
Works with others to achieve common goal
Helps others & sympathetic towards others

PERSONAL RELATIONSHIP WITH TEACHER
Warm feelings
Interest in teacher’s life
Sees teacher as role model

INSTRUCTIONAL RELATIONSHIP WITH TEACHER
Wants teacher to guide them
Very motivated when working alone with teacher

COGNITIVE STYLE
Very effective when aims are clearly explained
Prefers concrete visual images
Very effective when activities relate to personal interests & experiences

27
Q

FIELD-INDEPENDENT LEARNERS

A

Prefer analytic, verbal & sequential approach

RELATIONSHIP WITH PEERS
Prefers to work alone
Not dependent on social environment
Likes competition
Task oriented

PERSONAL RELATIONSHIP WITH TEACHER
Rarely feels need to interact with teacher
Interactions are based on current task

INSTRUCTIONAL RELATIONSHIP TO TEACHER
Prefers doing tasks without teacher’s help
Prefers to finish tasks quickly

COGNITIVE STYLE
Prefers breaking up content
Prefers discovery approach

Multicultural Education (5 decks)

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