Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 16 Review: School Reform and Student Learning: A Multicultural Perspective 1) What does the author mean by culturally responsive education? Why does she think it is important? According to the author, is culturally responsive education sufficient to guarantee academic success for students of color and low-income? Why or why not? The other of this chapter defines culturally responsive education as an education that is based on students identities and background knowledge, experiences, etc. as meaningful sources of their education. According to this author, this kind of approach is important because it helps educators understand why students from non-majority groups do not perform as well. This author doesnt think culturally responsive education is enough to guarantee that students will learn. The author states that it offers little hope for students if taken as cultural sensitivity and also sites the success these kinds of students have had in Catholic school (which do not often have culturally responsive education). 2) What does it mean to say that multicultural education takes place within a sociopolitical context? What social, political, and economic factors must be considered when multicultural factors help multicultural school reform to be more effective? By saying multicultural education takes place within a sociopolitical context, it is saying that all things educations are influenced by broader social policies. It needs to be understood that race, social class, gender, and other differences all play a part. Things like tracking, testing, language used instruction, retention, curriculum reform, and pedagogy within a school are all influenced. 3) What five conditions does the author believe are needed to improve students academic achievement? The five conditions are as follows, found on page 439: 1. School reform should be antiracist and anti-biased 2. School reform should reflect and understanding and acceptance of all students as having talents and strengths that can enhance their education. 3. School reform should be considered within the parameters of critical pedagogy. 4. The people must intimately connected with teaching and learning (teachers, parents, and students themselves) need to be meaningfully involved in school reform. 5. School reform needs to be based on high expectations and rigorous standards for all learners. 4) How does the author distinguish individual and instructional racism? Why does she think this distinction is important? Give examples of each type of racism from your personal experiences and observations. Individual racism is when one person doesnt like a particular group, and systematic racism is when people, who are in power in institutions, allow oppressive policies and practices. The author thinks its important to differentiate between the two kinds of racisms because once racism is seen as a system wide problem (and not simply a personal dislike) that we can better understand negative and problematic impacts in education. I cant really say that I have personal experiences with instructional Elizabeth Wood February 2013

racism, but I have had friends who are racist on an individual level. Ive had friends who mock African Americans by calling them inappropriate names. Ive also heard many racial slurs directed at Hispanics as a group, not necessarily at an individual. 5) What is an antiracist perspective? Why does the author believe that an antiracist perspective is essential for the implementation of multicultural education? Give specific examples of antiracist teaching and educational practices with which you are familiar. According to the author, an antiracist perspective is when students are allowed and encouraged to speak about racial and other kinds of biases. The author thinks it important to allow students to speak because its powerful to hear what theyre saying. Often, what theyre saying can then be used in their education to address the issues brought up. The only antiracist teaching I am familiar with are from the sociology class I took in college. I must admit that I am part of the teachers who experience discomfort in the classroom when its brought up, simply because nobody has ever really taught me how to do so in a delicate manner. 6) What is critical pedagogy? How, according to the author, can it be used to enrich and strengthen multicultural education? Critical pedagogy is acknowledging diversity of all kinds instead of suppressing or supplanting it (pg. 433). It encourages critical thinking, reflecting and action to be skills. Our students need to be able to do this, and be introduced to varying viewpoint in order to become successful member of our democratic society. Students use their knowledge as a base, but then build upon it.

Elizabeth Wood February 2013