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Meira Levinson argued that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" [4]: 428 According to Banks, "a major goal of multicultural education is to change teaching and ...
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Teaching for Change is a non-profit organization founded in 1989 and based in Washington, D.C., with the motto of "building social justice, starting in the classroom." [citation needed] This organization uses publications, professional development, and parent organizing programs to accomplish this goal.
Current multicultural education theory suggests that curriculum and institutional change is required to support the development of students from diverse ethnic and cultural backgrounds. This is a controversial view [ 24 ] but multicultural education argues [ 25 ] that traditional curriculum does not adequately represent the history of the non ...
To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and ...
A teacher scaffolds instruction to provide the necessary support for students to learn the content. In a bilingual education classroom, this could look like pre-teaching content in the student's native language before teaching the same content in the second language. [citation needed]
The subject is the base curriculum and standards that are used by the school, state, and nation. They are inherent in every curriculum but James Henderson goes further in describing what he sees as subject. He says, “Teaching for democratic living requires the use of thinking-centered, performance-based activities". [3]
[3] [4] Her conceptualization of a process for designing multicultural curriculum continues to be used in the book Un-Standardizing Curriculum. She has researched teacher education and teacher professional development for multicultural education and culturally responsive pedagogy in her book, Confronting the marginalization of culturally ...
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