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Multicultural Education Vocab
Terms in this set (77)
Effective teaching (or the study of effective teaching) of students from a variety of cultural backgrounds.
The foundational social context that structures opportunities in different ways.
Experiences with others who may be different from us.
Variety among people because of their differences (racial, gender, etc.)
Morality (as compared to legality or ethics)
Relating to principles of right conduct, the distinction between right and wrong, etc. Moral education involves a deliberate effort to develop values and sensibilities as well as skills.
An affirmation of the value of multiculturalism; appreciates the beliefs, traditions, and values of different cultural groups. Government, education, and business create policies and events to celebrate diversity.
An analysis of inequality, power, and privilege among groups; shows how cultural differences have been politicized, suggest policies for ending discrimination and advancing minority opportunities.
Culturally Relevant Pedagogy (CRP)
Uses the reality, history, and perspectives of students as an integral part of the education process; committed to collective (not just individual) empowerment.
Three parts: Students must 1) experience academic success; 2) develop and/or maintain cultural competence; and 3) develop a critical consciousness through which they challenge the status quo of the current social order.
Culturally Responsive Teaching (CRT)
Teaching that "empowers students intellectually, socially, emotionally, and politically by using culturally referents to impart knowledge, skills, and values" (Ladson-Billings).
Easy Version: It is teaching that uses students cultural referents to augment and improve the teaching and the students.
The things that are not openly taught in the classroom but are nonetheless conveyed (social norms, status quo, culture of power, expectations, etc.)
The support provided to a child by an adult or more knowledgeable peer (teacher, parent, etc.) providing just enough assistance to enable the child to move forward and keep building their education.
Zone of Proximal Development
The distance between a child's individual development level and the level of potential development achieved with assistance from an adult (teacher, parent, etc.)
Equity (equality and social justice)
Fair-mindedness, fair, just, etc. (Example: Providing everyone with a pair of shoes that fit--not just any pair).
Equality (equality as sameness)
The state of being equal. (Example: Providing everyone with a pair of shoes. Everyone gets the same thing, right?)
Contrasting Obligations (equality/diversity)
Obligation of Diversity: being nice to each other, appreciating differences, etc.
Obligation of Equality: insuring that everyone has the same resources or privileges, even if it means giving up some of your own.
A belief that anyone, if they work hard enough, can become anything that they want to be; people prosper based on individual merit. (Survival of the fittest, "pull yourself up by your bootstraps" American dream, etc.)
Social Reproduction Theory
A belief that institutions such as schools have processes which sustain or perpetuate characteristics of a given social structure or tradition over a period of time (structural replication of the status quo)
Sociocultural Learning Theory
Vygotsky: making connections between social interplay and learning is essential because it is through these social process that cognitive development is stimulated and later internalized.
Looking Glass Self
The self others perceive us to be reflected back to us through their words and actions. Those reflections can be very influential in an individual's definition of him/herself.
Situations that we define as real become real in their consequences. (Example: Hearing a rumor about a shortage of corn, everyone rushes out and buys a ton of corn, which then causes a shortage).
This is the basis of Self Fulfilling Prophecy--what we define as real in our students may become real in its consequences.
Fundamental Attribution Error
The tendency for people to over-emphasize dispositional or individual explanations for behavior observed in others while under-emphasizing situational explanations. (Example: Thinking your less-than-friendly waitress is a grouchy person, when really she is tired from being up with a sick baby)
The fear of something foreign or different because it is foreign or different.
A preset image (or "single story") of a certain group of people based on truth but usually over-simplified and incorrectly assumed (Example: Mormons are polygamists, Latino students all speak English as their 2nd language, etc.)
An attitude--some kind of prejudgment about a whole group of people; an aversion or dislike to certain group or type of people.
A behavior or action--refers to singling out an individual or group for unfair treatment (maybe or maybe not based on prejudice).
The behaviors and beliefs characteristic of a certain social or ethnic group.
Cultural and Social Identity
The identity or an individual or group as defined or influenced by their culture and/or society.
Joining another culture and learning just enough of that culture to survive, but keeping one's original culture as well.
Becoming part of a new culture (and losing part/all of the old)
Having stock in two different cultures and enjoying the benefits of both.
Majority (mainstream) Culture
The culture currently in power (even if its numbers are technically fewer)--the dominant or most valued culture.
The smaller cultures within the majority culture, members of which adopt characteristics of both the majority culture and their own minority (Example: Hispanic minority in the United States)
The process by which cultures become similar to one another over time.
Funds of Knowledge
The background knowledge an individual is equipped with, provided by your culture, family, society, and so on. (Example: When addressed by a teacher, a Georgia student might say "yes, sir" or "yes ma'am" while a Utah student wouldn't).
An assumption or hypothesis asserting that some people from minority cultures are lacking in one or more ways when compared to people from the dominant culture. (Example: A Hispanic student is assumed to be struggling with English, as opposed to a white student who is assumed to be fine with English)
Asserts that people from minority cultures who are continually NOT accepted by the dominant culture can consciously choose to resist participating in the dominant culture (society, school, etc.)
Culture of Power
The rules, priorities, expectations, values, environment etc. laid out by those in power. (Example:
The privilege (intentional or not) based on characteristics that are approved of or favored in society--white, male, straight, etc.
Stock of cultural and social attitudes, knowledge, and skills that are highly valued by an individual's culture/society.
"The stock of competencies, knowledge, social, and personality attributes" that enable a person to succeed.
Basic Interpersonal Communication Skills (BICS)
The language skills needed for day-to-day social interaction (conversation, etc.).
Cognitive Academic Language Proficiency (CALPS)
The language skills needed for comprehension and success in an academic setting.
"An approach to teaching English Language Learners which integrates language and content instruction" (Wikipedia)
Students (ELLs) should be able to comprehend everything that is said or presented to them (the input should be comprehensible to them).
The invisible filter between the teacher and the student comprised of things that get in the way of student learning/comprehension (Examples: high-stress environment, language barriers, etc.)
Language Objectives vs. Content Objectives
Language Objectives: The students need to learn the language, so they should be using it in the classroom.
Content Objectives: The students need to learn the content, so they need to be able to understand what is said.
ELL Program Models
SDAIE: Specially Designed Academic Instruction in English--involves teaching content to ELL students in English; lessons are designed with awareness of students' English language abilities.
SIOP: Sheltered Instruction Observation Protocol--about the same as SDAIE, involves integrating content and language learning.
Leaving a home country or country of residence and move to another (i.e., there has been a lot of debate over emigration from Mexico).
Someone who moves from one country to another (Mexico or China or elsewhere to the US)
An "illegal alien"--someone who emigrated from one country to another but does not possess citizenship or other legal documentation to reside in the new place.
An immigrant who moves to a new place to seek refuge from their previous country of residence because of war, natural disaster, or other causes.
Refers to shared cultural practices, perspectives, and distinctions that set apart one group of people from another; shared cultural heritage.
"The belief of the superiority of one's own ethnic group" (Google).
Refers to groups of people who have differences and similarities in biological traits deemed by society to be socially significant (meaning people treat each other differently because of them).
The "natives" that become the cultural minority--Native Americans in the US, Aborigines in Australia, etc.
The assumption of positive characteristics based on race. (Example: All Asians are smart)
Racism that is not outright or public, but rather is private or even not consciously intended.
The acceptance or allowance of racism.
Racism/prejudice inflicted by an institution. (Example: a school in a diverse area creates a separate class for "underprivileged" kids, consisting mainly of Black and Latino students)
An individual's standing in society, defined according to many factors including race, education, family background, profession, and/or socioeconomic status.
A measure of an individual's economic position in society, defined based on income, education, living conditions, etc.
The physical experience of having inadequate housing and clothing, as well as malnutrition and inappropriate food.
"Feeling poor" or living below the standard of society. This may be a subjective experience as well as an objective one.
The legal level of income established by the government to keep track of social well-being
A lack of resources due to a particular set of events (i.e., loss of job, recession, etc.). This kind of poverty is usually temporary--the family or person gets back on their feet.
Poverty handed down from the parent to the child (chronic poverty, poverty cycle, etc.)
Culture of Poverty
The theory that argues that the poor acquire a different value system based on their situation that leads them to resist getting out of poverty. (Example: poor student who doesn't want to go to college)
Gender (vs. Sex)
The distinction between male and female (physical makeup).
The distinction between attraction to males or females.
A characteristic that always matters in social life, expectations, etc.
Gender Roles and Expectations
Expectations laid out by society, culture, media, etc. based on gender (Example: The "tough guise" for men, skinny/beautiful body image for women)
Unwelcome sexual behavior that takes place in person or electronically.
Body Size Issues
- Lack of social acceptance of bigger body sizes
- Assumptions (sometimes harmful) about body size--ie., that exercise gets rid of fat, etc.
- False media portrayal of overly muscular/skinny people as ideal.
- Etc..... (think of some more if you want)
Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)
Those with sexual orientation besides straight (look up the specifics if you're not sure on any of them).
Same Sex Oriented (SSO)
Those who are sexually attracted to individuals of the same gender.
The factors in life that an individual can control.
The factors in life an individual can't control.
THIS SET IS OFTEN IN FOLDERS WITH...
Multicultural Education 353
Multicultural Education Terms
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Culturally Relevant Pedagogy Midterm
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