introductie

• Onderwijswetenschappen
• WO
• Studiejaar 4

Introduction in cultural diversity and social inclusion in education

Goals of the lecture

Multicultural education

Multicultural education

An idea, an educational reform movement, and a process whose major goal is to change the structure of educational

institutions so that male and female students, exceptional students, and students who are members of diverse racial,

ethnic, language, and cultural groups will have an equal chance to achieve academically in school (p. 1).

"the term multicultural education describes a wide variety of programs and practices related to educational equity, women, ethnic groups, language minorities, low-income groups, and people with disabilities"

Banks and Banks (2001)

 

Multicultural education

Gay (2000) and Ladson-Billings (2004) defined multicultural education as adopting a culturally responsive pedagogy with trained instructors facilitating it.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994).

Nieto (1996) defined multicultural education as “antiracist education” which is “a process important for all students”

Multicultural education

The National Association for Multicultural Education (NAME) described multicultural education as a “philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence, constitutions of South Africa and the United States, and the Universal Declaration of Human Rights adopted by the United Nations”

Multiculturalism

1. Fact

2. Ideology

3. A perspective on education

4. Necessity

5. Proces

    
      
      
        
      
      
   

    32

   
     
       
          Dit wordt getoondin de klassikale leswanneer je op'geef les' klikt.
       
     
   

   
   
     
       
          Dit wordt getoondin de gedeelde les dieleerlingen zelfstandigkunnen doen.
       
     
   

   
     
       
          Differentiëer
       
     
     

       
         
            Differentiëer
         
         
           
             
               
                  Extra oefening
               
             
           
           
           
         
           
             
               
                  Extra uitdaging
               
             
           
           
           
         
         

         
            Instellingen
         
       
     
   

   
   
     
 
   
   
   

   
   

   
   

   
   
     
       
          Intercultural learning
       
     
   

   
   
     
        Martins (2008) argue that “the awareness of one’s own assumptions, prejudices and stereotypes is a first step to be able to positively interact and learn from others. In this process lies the essence of intercultural learning” (p. 203).
     
   

   
  
 

 
 
 
   
   
   
     
       
       
       
 
   
   
    Slide
 
 
       
       
     
   
 
   
   
   
   
   
   
 
 

5. Process

www.coe.int

Should a democratic government measure attitudes like: respect, openness to other cultures?

1. Yes
2. No

www.burgerschapmeten.nl

Subjects:

1.  Democratic citizenship
2.  Being responsible
3.  Dealing with conflicts
4.  Dealing with differences

Types of questions

a. attitude: do you agree with the statement?

b. skills: how good are you in?

c. reflection: how much do you think of? 

d. knowledge: what do you know about?

Ten Dam, G., Geijsel, F., Reumerman, R., & Ledoux, G. (2011). Measuring young people's citizenship competences. European journal of education, 46(3), 354-372.

social inclusion
in education

Social inclusion in education

Farrell (2000, p. 154) describes inclusion as:

Taking a full and active part in school-life, be a valued member of the school community

and be seen as an integral member.

Social inclusion is the process of improving the terms on which individuals and groups take part in society—improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity (The World Bank Group).

www.google.nl

give one minute pitch

1. content integration

2. knowledge construction

3. prejudice reduction

4. equity pedagogy

5. empowering schoolculture

* What does it mean + example.

* 8 minutes

www.schoolbordportaal.nl

Some figures:

Around 2 million Dutchman with migration background; almost half
second generation (mean age 18, born in the Netherlands)

Almost half of the Dutchman with migration background lives in:
Rotterdam, Amsterdam, Den Haag and Utrecht.

(source: Jaarrapport integratie, 2016)

* There is ongoing discussion about terminology (Allochtoon & Nederlander met migratie achtergrond)

What is biggest group of first and second generation of Dutchman with migration background in the Netherlands?

1. Surinam
2. Turkish
3. Antilian
4. Moroccan

Schoolresults & achievement gab

1. Students with a non-western background go more often to the vmbo (lower vocational) than to havo / vwo (higher vocational & pre-university):

2. Students with a Dutch background almost equally go to vmbo as to havo / vwo (Van der Vliet et al, 2014)

3. In general, the scores (cito) will be higher in the next generation Dutchman with migration  

    background.

https://www.cbs.nl/nl-nl/publicatie/2016/47/jaarrapport-integratie-2016

Proposed reasons voor educational differences (Woolfolk, 2009):

    1. Socio-economic status: relative standing in the
    society based on income, power, background and
    prestige

    2. The cycle of poverty and low achievement

    3. Low expectation; low academic self-image

    4. Peer influences and resisting cultures

Critics on multicultural education

Definition of assimilation :
"the state of being assimilated; people of different backgrounds come to see themselves as part of a larger national family. (one-way proces)

Definition of integration:"the action of incorporating a racial or religious group into a community." (two-way-proces)

Bernstein (1994) argued that multicultural education hinders the assimilation efforts and creates a divisive society.

Ravich (1990) argued that multiculturalization pose a threat to the best of what U.S. education has to offer the values, beliefs, and traditions of Western civilization.

curriculum

National curriculum: based on the Dutch cultural identity (example: Canon van Nederland) (mono-cultural approach)

Inclusive curriculum: include topics or theme’s that persons of other cultures can identify with. (can stimulate stereotype thinking (cultural approach)

“No, I don’t think I ever heard about Africa, except for how many people live there and how much poverty there is.”

Democratic curriculum: educating democratic citizens (pluralistic approach focusing on all types of diversity).

Teaching for inclusion

1. What would you recomment a teacher when she or he ask for advice how to  teach about the events in Charloteville in her of his multicultural classroom?

* Think for yourselves

* Share you knowledge

* Plenary

Advice from the Vreedzame School :

(http://www.devreedzameschool.net/images/stories/vreedzameschool/downloads/specialelessen/Hoe%20om%20te%20gaan%20met%20de%20nasleep%20van%20de%20aanslag%20in%20Parijs%20versie%20VO.pdf

1. create safe environment (relation)

2. be prepared (knowledge)

3. what are your students cultural backgrounds and loyaties?

4. what are their epistemological frameworks?

5. what do students know of the event? 

6. give information & do research together

7. connect with the students lives

8. stimulate dialoge

9. stimulate action

Theortical frameworks 

for example:
1. Interpersonal relationships (Jochem Thijs)

2. Friction between systems (Jan van Tartwijk);

- friction between loyaties.

- friction between epistemological paradigms.

Intercultural learning

Martins (2008) argue that “the awareness of one’s own assumptions, prejudices and stereotypes is a first step to be able to positively interact and learn from others. In this process lies the essence of intercultural learning” (p. 203).

format of the course

*  The questions for the interview with the lecturer will be prepared by the students by reading the mandatory articles of the lecturer and two other articles related to the topic or another topic of the lecturer. 

 1. prof. dr. Jan van Tartwijk

2.  dr. Jochem Thijs
3.  dr. Brianna Kennedy

Assessment:

A. An advisory report (group paper n=4) worth 45% of the final grade.

B. A presentation of the advisory report 10% of the final grade.

C. An individual position paper 45% of the final grade.

Next lecture

1. read and prepare articles lecture Jan van Tartwijk

2. make group of four & think of a topic for advice rapport

3. read de course manual