ECI 528 Unit 2 Week 1 Synthesis

By 

Beth Peterson

In the first part of this book, we will examine what James Banks says about the 5 dimensions to 

multicultural education:

1. Content Integration

Content integration happens when teachers logically integrate culturally rich material into their curriculum to illustrate a concept or idea. 

As an English teacher, I can ensure that my students resonate with the content by choosing authors from a variety of backgrounds, races, genders, and religions. I want each of my students to have moments of validation when the see themselves in the writings of others like them, and pleasant surprise when they see themselves in the writings of others who may be very different from them.

2. The Knowledge Construction process

Knowledge construction refers to the way in which teachers help students understand the biases and frames of reference that determine the way knowledge is formed. Positionality is the way race, class, gender, etc, influence our knowledge. 

In my classroom, I want to teach my students to think critically about what they read. I hope to cultivate thinkers who don't just consume content, but they learn to interact with it, and understand how "knowledge" came to be.

3. Prejudice Reduction

Prejudice Reduction happens when teachers challenge their students' racial attitudes through curriculum modification. This can happen by creating cross-cut groups in the classroom. 

In my classroom, I want to encourage cross-cultural interaction and cooperation. I also want to model a love of literature from other cultures and backgrounds to create a common appreciation for the various backgrounds and cultures represented in our classroom.

4. Equity Pedagogy

An Equity Pedagogy is the practice of modifying teaching so that students from all backgrounds, cultures, and races are set up to succeed.

In my classroom, I hope to be sensitive to the needs of each of my students. I hope to invest time and effort into knowing more about each student so that my classroom is equitable for all. I want a classroom in which everyone gets what they need.

5. An Empowering School Culture and Social Structure

All aspects of a school culture must be examined across racial lines to ensure that the social structure is equitable. Teams, student/teacher relationships, achievement gaps should all be closely examined for signs of inequity. 

In my classroom, I want to examine reasons behind differences in achievement. I should not expect all of my students to start on an even playing field, but I should examine my own beliefs about all cultures, backgrounds, races, and genders represented in my classroom while maintaining high expectations for all. 

In this section, I will examine what is meant by Digital Learning Competencies, for students and teachers, informed by ISTE. 

set personal learning goals and leverage technology to achieve those goals. 

build networks to support learning

Empowered Learners Will:

use technology to seek feedback and demonstrate knowledge

understand the fundamental concepts of technology operations and transfer knowledge to new technologies

Digital Citizenship will be demonstrated by students who:

1. Manage their digital identity and bear in mind that everything they write or post is permanent

2. Engage in safe, legal, and ethical interactions online

3. Understand the obligations to give credit when using intellectual property

4. Securely manage personal data

Students will Construct Knowledge for themselves in the following ways:

1. Plan research strategies to locate information

2. Evaluate accuracy of information and resources

3. Curate information to make meaningful connections

4. Build knowledge by exploring real-world problems