Multicultural Education: Historical Development, Dimensions, and Practice

Banks, James A.

doi:10.2307/1167339

Cited by 793 publications

(1,057 citation statements)

References 111 publications

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“…Faculty members were most likely to include diversity elements through their course content affirming the work of Carr (2007) and Banks (1995). This was perceived by faculty as the most obvious way to satisfy the diversity requirement on their faculty service reports.…”

Section: Course Contentmentioning

confidence: 95%

Infusing diversity into the curriculum: What are faculty members actually doing?

Sciame-Giesecke¹,

Roden²,

Parkison³

2009

Journal of Diversity in Higher Education

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This study was intended as an initial investigation to shed light on how faculty members are implementing multicultural course transformation in their classrooms to prepare students to live and work in a diverse world. We investigated faculty practice as they integrated diversity into the curriculum on a small, regional college campus by conducting a content analysis of faculty annual reports over a five-year period. The vast majority (90%) of faculty included comments about adding diversity course content, just under half (49%) included descriptions of different teaching strategies, and a minority talked about better understanding their students (18%) or themselves (16%). This article concludes with a discussion of the findings" implications and outlines recommendations for change.Keywords: infusing diversity, curriculum, content analysis, multicultural integration 2 Infusing Diversity into the Curriculum: What are Faculty Members Actually Doing?Virtually every college and university today feels the pressure to prepare students to live and work in a diverse world (Smith & Wolf-Wendel, 2005). There is a significant body of literature which suggests that serious engagement of diversity in the curriculum, along with linking classroom and out-of-class opportunities, positively affects students" attitudes and awareness about diversity (Smith & Wolf-Wendel, 2005). Thus, institutions have encouraged and supported faculty efforts in multicultural course change in the general education curriculum and/or in degree programs as they seek to prepare students for a global world. In this study we offer a useful model that suggests that multicultural curriculum transformation involves four key dimensions: course content, pedagogy, students and faculty.Institutions have been working to diversify the curriculum for a long time. Since 1990, five foundations and a corporate giving program have included curricular and campus climate diversity initiatives among their funding priorities (Orfield, Bachmeier, James, & Eitle, 1997; McTighe Musil, Garcia, Hudgins, Nettles, Sedlacek, & Smith, 1999). One example is the Campus Diversity Initiative launched by the Ford Foundation in 1990. They challenged colleges and universities to make diversity the central mission of the educational process. Initially, nineteen campuses received funding for a variety of projects and in half of the institutions the faculty engaged in curriculum reform. Subsequently, between 1990 and 1999, the foundation either directly or indirectly assisted 294 colleges and universities through this initiative, some through direct grants, and others through intermediary organizations. Most Ford Foundation funding was focused on faculty development and curricular innovation. However, external funding is not the only way institutions have moved forward. The vast majority of institutions in the United States have supported diversity initiatives through their own institutional resources, 3 motivated by educational, intellectual, and moral imperatives (McTighe Musil ...

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Section: Course Contentmentioning

confidence: 95%

Infusing diversity into the curriculum: What are faculty members actually doing?

Sciame-Giesecke¹,

Roden²,

Parkison³

2009

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

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“…Initially, African Americans and other ethnic groups demanded that school curriculum be revised to reflect their experiences, histories, and perspectives (Banks, 1993b;Sleeter & McLaren, 1995). This was met with hurried responses from State school boards and school districts to put together add-on curriculum units and programs that celebrated "Brown heroes and holidays" but did little to affect the underlying dominance of mainstream culture in the schools (Nieto, 1995).…”

Section: Multiculturalismmentioning

confidence: 99%

“…Soon other marginalized groups were agitating for equitable status in education and society at large. People with disabilities, senior citizens, gays, and lesbians all trace beginnings of social ferment leading to significant accomplishments for equity and against discrimination during the 1970s (Banks, 1993b).…”

Section: Multiculturalismmentioning

confidence: 99%

“…Today multiculturalists wish to "Americanize" the curriculum and teaching practice so that education reflects the reality of American history and culture for a populace that is i ncreasingly multicultural. The non-Anglo makeup of the U.S. is projected to be near 45% by the year 2020, yet the bulk of the curriculum is still dedicated to the traditionalist's Western Tradition and the teaching practice primarily reflects the "culture free" pedagogy of the education "generalists" (Banks, 1993a;Banks, 1993b;Smith, 1998).…”

Section: Multiculturalismmentioning

confidence: 99%

“…Banks (1993b; has described five dimensio ns of multiculturalism that highlight the development of multiculturalism over time:…”

Section: Multiculturalismmentioning

confidence: 99%

See 2 more Smart Citations

American Indian Education

Fletcher¹

2010

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Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding

Rodríguez

1998

J. Res. Sci. Teach.

191

115

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This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers.

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Multicultural Education: Historical Development, Dimensions, and Practice

Cited by 793 publications

References 111 publications

Infusing diversity into the curriculum: What are faculty members actually doing?

Infusing diversity into the curriculum: What are faculty members actually doing?

American Indian Education

Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding

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