Content Integration
As intellectualized by Banks (2014), the Content Integration component of multiculturalism generally pertains to the incorporation and execution alternate curricular materials and learning aids beyond the prevailing conventions of dominant educational constructs (Banks, 2014). In other students are exposed to a broader scope of scholastic information composed from minority experiences, perspectives, concepts, and ideas. However, as observed by Banks (2014), this feature of multiculturalism is typically better suited in terms of lesson planning and classroom pedagogy for subjects rooted in the sociocultural, verbal-linguistic, or socioeconomic aspects of human knowledge (e.g., civics, social studies, art history
literature, …show more content…
Essentially, it involves an extensive analysis of the deep-rooted assumptions and preconceptions that often underline intellectual processes and discourses. Students are taught not only to discern closely the sociocultural perspectives – and agendas – that often frame information systems, but also to challenge the ostensive neutrality of and ancillary learning materials (Banks, 2014). As such, they learn to be more discerning regarding the underlying motives of entities and responsible for the formation and/or promulgation of particular subject contents and knowledge systems. Equally important, students become more adept at recognizing and acknowledging how their individual backgrounds (e.g., race, ethnicity, nationality, religion, sexuality, gender, socioeconomic status, and so on) heavily influence their respective intellectual development and internal value systems (Banks, …show more content…
incorporation of racist attitudes and xenophobic conventions with respect to majority-minority relations could, if allowed to intensify without check within formal education settings, escalate beyond the classroom into instances of aggressive social turbulence and confrontation (Banks
Moreover, minority students often suffer from internalized notions of inferiority and inadequacy due to longstanding racial/ethnic paradigms that promote – explicitly and otherwise – the supposed superiority of White hegemonic culture throughout all levels of society (Banks, reaction against the emergence and entrenchment of prejudicial behavior and attitudes within culturally diversified classrooms, educators and policymakers attempt to foster constructive inter- and intra-cultural developments through cooperative learning objectives and integrated curricular materials (Banks
Equity Pedagogy
Corresponding to the above-referenced facets of pluralistic education as conceived by Banks (2014), the Equity Pedagogy component of multiculturalism relates to the sponsoring of cultural diversity within classroom dynamics as a positive constituent of the learning process for all students
As intellectualized by Banks (2014), the Content Integration component of multiculturalism generally pertains to the incorporation and execution alternate curricular materials and learning aids beyond the prevailing conventions of dominant educational constructs (Banks, 2014). In other students are exposed to a broader scope of scholastic information composed from minority experiences, perspectives, concepts, and ideas. However, as observed by Banks (2014), this feature of multiculturalism is typically better suited in terms of lesson planning and classroom pedagogy for subjects rooted in the sociocultural, verbal-linguistic, or socioeconomic aspects of human knowledge (e.g., civics, social studies, art history
literature, …show more content…
Essentially, it involves an extensive analysis of the deep-rooted assumptions and preconceptions that often underline intellectual processes and discourses. Students are taught not only to discern closely the sociocultural perspectives – and agendas – that often frame information systems, but also to challenge the ostensive neutrality of and ancillary learning materials (Banks, 2014). As such, they learn to be more discerning regarding the underlying motives of entities and responsible for the formation and/or promulgation of particular subject contents and knowledge systems. Equally important, students become more adept at recognizing and acknowledging how their individual backgrounds (e.g., race, ethnicity, nationality, religion, sexuality, gender, socioeconomic status, and so on) heavily influence their respective intellectual development and internal value systems (Banks, …show more content…
incorporation of racist attitudes and xenophobic conventions with respect to majority-minority relations could, if allowed to intensify without check within formal education settings, escalate beyond the classroom into instances of aggressive social turbulence and confrontation (Banks
Moreover, minority students often suffer from internalized notions of inferiority and inadequacy due to longstanding racial/ethnic paradigms that promote – explicitly and otherwise – the supposed superiority of White hegemonic culture throughout all levels of society (Banks, reaction against the emergence and entrenchment of prejudicial behavior and attitudes within culturally diversified classrooms, educators and policymakers attempt to foster constructive inter- and intra-cultural developments through cooperative learning objectives and integrated curricular materials (Banks
Equity Pedagogy
Corresponding to the above-referenced facets of pluralistic education as conceived by Banks (2014), the Equity Pedagogy component of multiculturalism relates to the sponsoring of cultural diversity within classroom dynamics as a positive constituent of the learning process for all students