"Clearly, understanding how one's culture operates and the relation of that culture to an individual's orientations and choices may help us understand how culturally diverse students approach learning and achievement" (Ford, Grantham & Milner, 2004).
More Than Heroes & Holidays: Culturally Responsive Teaching
What is culture? When we typically think of somebody's culture, we think of the characteristics we can see: food, clothing, holidays, language. But it's the less visible characteristics, "deep culture," that generally cause miscommunication and confusion in the classroom. These are people's beliefs, values, and the ways they perceive and think about the world.
"Different groups have different beliefs and values about cooperation versus competition, matriarchal versus patriarchal households, nuclear versus extended family structures, communicating verbally versus on verbally, being monochronic versus polychronic, and so forth. Individuals from different cultural backgrounds may share different beliefs about a number of variables, including showing respect to elders or those in authority, showing emotions, asking questions or asking for help, handling conflict, solving problems, touching, and personal space" (Shade, Kelly, & Obert, 1998; Storti, 1989, 2001, as referenced in Ford, Grantham & Milner, 2004, p. 19).
"Different groups have different beliefs and values about cooperation versus competition, matriarchal versus patriarchal households, nuclear versus extended family structures, communicating verbally versus on verbally, being monochronic versus polychronic, and so forth. Individuals from different cultural backgrounds may share different beliefs about a number of variables, including showing respect to elders or those in authority, showing emotions, asking questions or asking for help, handling conflict, solving problems, touching, and personal space" (Shade, Kelly, & Obert, 1998; Storti, 1989, 2001, as referenced in Ford, Grantham & Milner, 2004, p. 19).
A Four-Level Model for Multicultural Content (Banks, 1999)
ContributionSometimes referred to as "Heroes & Holidays," this is the lowest level of curricular contribution -- an extensive focus on culturally diverse heroes, holidays and some cultural elements. This may lead to a superficial understanding of different cultures, and perhaps even some stereotypes.
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Addition"Some multicultural content, concepts, themes, and perspectives are added to the curriculum [on a temporary basis] without changing the curriculum's basic structure" (Ford, Grantham & Milner, 2004, p. 28). For example, Black History Month. Controversial people and topics are avoided.
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TransformationHere, the curriculum's structure is fundamentally changed to enable students to view content from multiple perspectives. "Every effort is made to ensure that all content areas, topics, and materials are diverse. Everyday, every subject area and topic can be analyzed from different points of view" (Ford, Grantham & Milner, 2004, p. 28).
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Social ActionIn this case, students are empowered to "make decisions on important social issues and take actions to help solve them. [For example], if students perceive stereotypes in a book they are reading, they might contact the publisher to share their concerns and recommend changes" (Ford, Grantham & Milner, 2004, p. 28).
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