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In U.S. schools the teachers are predominantly white, and most have little or no experience with cross-cultural issues. The increasing student diversity means that the schools are multicultural, but the teacher staff is not. It has become imperative that teachers be educated to teach about diverse cultures. James Banks has developed a theory of five dimensions of multicultural education that allow teachers to engage in self-actualization while addressing curriculum issues. The five dimensions are: (1) content integration; (2) the knowledge construction process; (3) an equity pedagogy; (4) prejudice reduction; and (5) creating an empowering school culture and social structure. Developing a border pedagogy, as outlined by Barry Kanpol means that teachers will seek similarities within differences to incorporate the other into social relations and to identify with those who have felt alienation and oppression. Self-reflection will enable teachers to develop this border pedagogy. (SLD)

Descriptors: Cultural Awareness, Cultural Differences, Diversity (Student), Elementary Secondary Education, Multicultural Education, Teacher Education











Author: Hernandez-Tutop, Jeanne

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9273&id=ED435787







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