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Summary Multicultural Education Learning Unit 1
- Institution
- University Of South Africa (Unisa)
A detailed and compressive summery of learning Unit 1 for Multicultural education
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Multicultural EducationTHEME 1 - MCED
World became heterogenous – variety of social, economic and political
developments
Education policy makers faced with challenge – how to deal with the inclusion of
learners from different races and ethnic backgrounds – speak different languages
Took form of assimilationist policies
Assimilation – an approach – places emphasis on minimising cultural differences and
encouraging social conformity and continuity
• Minority groups – expected to become assimilated into mainstream dominant
group – adopt lang, cultural modes/values of this group
• Education – little recognition given to needs from diverse cultural backgrounds
• Multiculturism – emerged – 1960’s – reaction to assimilation
• Recognises and accepts – rightful existence of different cultural groups
Views cultural diversity as an asset and source of social enrichment instead of
handicap
In US response to MCED – development of “ethnic study courses’ – chosen by
learners on whom course was based
Found to be insufficient and unlikely to bring about equal education opportunities
Felt that a more comprehensive approach was needed – that addressed not only
racial and cultural inequalities but also socio-economic and gender-based ones
MCED gained more favour – must be adapted to fit needs of the country
Features and Goals of MCED
• MCED – not a single course/programme – multiple programmes and practices
• Has different meanings for different schools/groups of people – based on
needs/circumstances
• Pg 4 – PB & Handout number 3 – illustrate the features of MCED using a
mindmap – use coggle or any other online app
• Ultimately – goals of MCED – reduce the achievement gaps of learners in
diverse classrooms
• Increase retention of learners belonging to diverse racial and socio-
economic groups
• Greater educational opportunity
• A more socially just community
, • Typologies
Typologies of multicultural education serve a similar purpose. In addition, they are
useful as they define in clear and concrete ways particular goals and ideologies
about multicultural education. Where different approaches to multicultural education
are found between and even within one typology, it is important to remember that
different typologies of, or approaches to, multicultural education are not necessarily
incompatible or exclusive. In other words, different approaches to multicultural
education can and do coexist within a single institution.
Margaret Gibson
One of the first typologies of multicultural education to be developed was that of
Margaret Gibson (1976). According to her, there are five approaches to multicultural
education:
Education of the culturally different (or benevolent multiculturalism) which seeks
to incorporate culturally different learners more effectively into mainstream culture
and society.
Education about cultural differences (or cultural understanding), which teaches
learners about cultural differences in an effort to promote better cross-cultural
understanding.
Education for cultural pluralism, which seeks to preserve ethnic cultures and
increase the power of ethnic minority groups.
Bicultural education, which seeks to prepare learners to operate successfully in
two different cultures.
Multicultural education, which Gibson (1976: 15) describes as “the normal human
experience” as it teaches learners to function in multiple cultural contexts, ethnic or
otherwise.
James Banks
The typology evolved over a period of a few decades and is clearly set out in later
publications (Banks 2006; Banks & Banks 2010). Banks’ typology includes the
following:
• The contributions approach in which ethnic content is limited primarily to
special days, weeks or months related to ethnic events and celebrations (the
“heroes and holidays” approach)
• The ethnic additive approach in which teachers add content, concepts, themes
and perspectives to the basic curriculum, but without changing the basic structure,
purposes and characteristics of the curriculum
• The transformational approach, which changes the basic assumptions of the
curriculum and enables learners to view concepts, issues, themes and problems
from several ethnic perspectives and points of view. This approach is not an “addon”
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