Assignment for CUR/518 course

1. 1970
1979
1992
Nieto’s Theory
Bank’s
Theory
C
ritical R
ace
Theory
Multiculturalism
and
Inclusion
1. Anti-racist makes anti-discrimination clear in along with teaching
students skills to combat racism and other oppression.
2. Basic education proposed the basic right of all learners to engage in core
to develop skills to expand diversity understanding.
3. Multicultural education is important for all students to challenge the misunder-
standing that it is only for students of color.
4. Multicultural education is pervasive and emphasizes an approach that affects the
entire educational experience.
5. Social justice helps students put their learning into action. They have power to
make a changes.
6. Multiculturalism education as a process highlights the ongoing development
of individuals and education institutions involving
relationships among people.
7. Critical pedagogy draws upon experiences of students through their
cultural, linguistic, familial, academic, and artistic knowledge.
(Multicultural Education, 2014).
1.
C
ontent integration
to
infuse
cultures, ethnicities, and
other
identities
into
the
curriculum
.
2.
Know
ledge
construction
involves
students
in
critiquing
the
social
positioning
of specific
groups.
3.
Equity
pedagogy
m
eans
changing
teaching
w
ith
the
intent of
encouraging
academ
ic
achievem
ent.
4.
Prejudice
reduction
describes
lessons
and
activities
that
teachers
incorporate
to
assert positive
im
ages
of ethnic
groups.
5. Em
pow
ering
education
structure
and
social structure
by
exam
ining
the
culture
and
organization
of an
educational setting
w
ith
the
intent to
restructure
institutional practices.
(M
ulticultural Education, 2014).
1. R
acism
is
ordinary, perm
anent, and
persistent part of Am
erican
culture
and
is
com
m
on
for every
person
of color.
2.
The
effect of interest convergence
does
not m
otivate
the
w
hite
elite
to
end
racism
because
the
upper classes
benefit from
racism
m
aterially
and
w
orking-class
people
benefit from
it physically.
3.
R
ace
is
socially
constructed
category
based
solely
ob
the
physical
traits
that people
w
ith
a
com
m
on
origin
share, ignoring
higher-order
traits, such
as
intelligence, personality, and
m
oral conduct.
4.
D
ifferential racialization
exists
to
racialize
and
stereotype
different
m
inority
groups
at different m
inority
groups
at different tim
es
to
satisfy
changing
econom
ic
interests.
5
The
notion
of intersectionality
and
anti-essentialism
, positing
that no
person
has
a
unitary
identity.
6.
The
unique
voice
of color or racial stories, a
product of
experience
and
im
agination, w
hich
are
an
indispensable
part of the
identity
of people
of color, and
w
hich
w
hites
do
not share. (Ianinska, W
right, &
R
occo, 2005).
In conclusion, the truth is multiculturalism can be a big factor in adult education
for a better world we can all live in. Whereby power and inclusion end oppression,
in Banks’ and Nieto’s theories. All of these theories have fundamental elements
like awareness, competence, and advocacy for minorities, cultures, and races.
T h e o r i e sT h e o r i e sT h e o r i e s
Critical Race Theory
Challenge and change structures of power
inherent in education and bring about political
progress through policy and social change.
(Ianinska, Wright , & Rocco, 2005).
Nieto’s Theory
Proposes a definition with characteristics in a socio-political
context, namely in context of communities and the
process of education. (Multicultural Education, 2014). Bank’s Theory
Not only does Bank’s theory of multiculturalism inform adult
education, it also offer actionable steps to support
inclusion and fostering power rather than
oppression in minority adult learners.
(Multicultural Education, 2014).
References
Ianinska, S., Wright, U., & Rocco, T. S. (2005). Critical race theory and adult education: critique of the literature
in Adult Education Quarterly (Rev ed.). Florida, FL: Florida International University.
Multicultural education. 2014. Retrieved from: http://www.education.com/reference/article/multicultural-education