Lindsay Bell's List: EDU 450

• generally reflect multiple perspectives, particularly those of disadvantaged groups; question government policies and actions; and incorporate content and activities that encourage students to share their own experiences and participate actively
• The diffuse movement to address social issues, historical conflicts, and multicultural viewpoints that have not been part of the traditional curriculum has often attracted controversy and derision, however
• "Social-justice teaching is ... about teaching kids to question whomever happens to hold the reins of power at a particular moment. It's about seeing yourself not just as a consumer [of information], but as an actor-critic" in the world around you,
• high scho
• students have both the knowledge and skills to be active and
• ensuring
• productive citizens.
• generally reflect multiple perspectives, particularly those of disadvantaged groups; question government policies and actions; and incorporate content and activities that encourage students to share their own experiences and participate actively
• he would encourage his students to walk in the shoes of groups that have been oppressed or disenfranchised
• nation's enduring problems
• a mission that seeks equity for all students, classrooms that are sensitive to the cultural and social contexts of the communities they serve, and rigorous study of subject matter from multiple perspectives find themselves with other labels, such as radical, extremist, unpatriotic, even dangerous
• teachers who subscribe to the principles of social-justice education say they epitomize American values and present the ultimate in democratic exercises.
• social-justice teaching can be viewed as a radical undertaking for educators helping disadvantaged students navigate a system that is not always equitable.
• simply a means of giving students the critical skills they need to take advantage of opportunities
• the values and structure have shaped specialized schools in Los Angeles, New York, Philadelphia, and other cities
• "The most American of values is what we all rally around, which is the betterment and empowerment of our community."

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• educators' understanding of multi-cultural education may be limited by the surroundings in which they work and live.
• the need by educators to develop and strengthen multicultural education may be diminished
• "a field of study and an emerging discipline whose major aim is to create equal opportunities for students from diverse racial, ethnic, social class, and cultural groups"
• challenging issues of difference and diversity, but also issues of power and privilege.
• multicultural education is critical pedagogy, building on the experiences, knowledge, and viewpoints of the learners and the teachers.
• Regardless of minor nuances in these descriptions, advocates agree educators bear the responsibility for changing school culture to reflect the values of multi culturalism
• Various existing standards directly or indirectly address the necessity for educators to understand the value of diversity within their communities and schools. Proposition 1 (2009) of the National Board for Professional Teaching Standards states, in part, they [teachers] treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. Furthermore, they respect the culture and family differences students bring to their classroom
• 1) The social realities of U.S. society, 2) the influence of culture and ethnicity on human growth and development, and 3) the conditions of effective teaching and learning.
• many educators believe parents of color do not care or aspire to educational success for their children.
• some educators including those in leadership roles contradict their own core values and beliefs about equity and social justice by segregating students whose cultures or abilities may be different from the majority.
• the foundation and sustainability of a democratic society and the concept of social justice, is the practice of confronting discrimination in communities and striving for democracy, inclusion, liberation, and action for change rather than inaction that preserves inequity
• The professional educator, recognizing that students need role models, will act, speak and teach in such a manner to exemplify nondiscriminatory behavior and encourage respect for other cultures and beliefs.
• many individuals are members of more than one culture, and the accepted norms about right and wrong might vary
• tenets associated most often with multicultural education were respect, knowledge and understanding of human differences, acceptance, tolerance, and fairness
• challenges to implementing multicultural education were directly related to what participants primarily referred to as a lack of cultural and ethnic diversity in the community and region.
• We are not exposed to many cultural differences only because of our community make-up
• It would be a top priority if we had any cultural or ethnic groups
• nearly all of the participants in this study indicated it was important to incorporate multicultural education into the curriculum
• First, the challenge of implementing multicultural education in a predominately White, homogenous area may be, in part, impacted by a narrow understanding of what this construct constitutes. Multicultural education encompasses more than teaching and learning about ethnic or cultural diversity, as suggested by some participants in this study.
• focuses on integrating multicultural concepts into all subjects and grades
• then people are unable to justify the need for multicultural education. The danger in this reasoning is twofold. First, it assumes unless obvious distinctions exist, such as the color of one's skin or one's home language, the necessity to learn about the dimensions of human differences is unnecessary. The second conjecture posits students who reside in this area will never experience any interactions with those who do not share similar characteristics, values, and backgrounds.
• Contacts with state officials revealed no requirements for districts or schools to produce diversity plans
• The full implementation of multicultural education must be both a top down and bottom up process.

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