CHAPTER I: INTRODUCTION
F. Writing Systematic
5. Dimensions of Multicultural Education
One of the problems that continues to plague the multicultural education movement, both from within and without, is the tendency of teachers, administrators, policy makers, and the public to oversimplify the concept. Multicultural education is a complex and multidimensional concept, yet media commentators and educators alike often focus on only one of its many dimensions.58
According to James A. Banks that Multicultural education is a broad concept with several different and important dimensions. Practicing educators can use the dimensions as a guide to school reform when trying to implement multicultural education. The dimensions are (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy, and (5) an empowering school culture
57James A. Banks, The Routledge International Companion to Multicultural Education, (New York: Routledge, 2009), p. 14
58James A. Banks, Race, Culture…, p. 132-133
and social structure. Each dimension is defined and illustrated next.59 The dimensions of multicultural education are listed in figure 1.2.
a. Content Integration
Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline. The infusion of ethnic and cultural content into the subject area should be logical, not contrived.60
Content integration used by teacher to give explanation with
―the word of key‖ in learning, that is renew subject material of differences. Especially, teachers consolidate content of subject material in to curriculum by several opinions that are differences.
However, learning plan and learning unit doesn’t change. Especially, teachers only add several unit or topic that related to content of multicultural.61
b. The Knowledge Construction Process
The knowledge construction process relates to the extent to which teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it.62Multicultural teaching
59James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 20
60James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 20
61Taat Wulandari, Eksplorasi Pendidikan…, p.66-67
62James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 20
involves not only infusing ethnic content into the school curriculum, but changing the structure and organization of school knowledge. It also includes changing the ways in which teachers and students view and interact with knowledge and helping students to become knowledge producers, not merely the consumers of knowledge produced by others.63
Teachers can help student to understand about several perspective and formulate the conclusion of their knowledge through dimensions of knowledge construction process. This dimension also related to comprehension of students toward alteration of their knowledge.64The knowledge construction process helps teachers and students to understand why the cultural identities and positionality of researchers need to be taken into account when assessing the validity of knowledge claims.65
To implement multicultural education successfully, we must think of the school as a social system in which all of its major variables are closely interrelated. Thinking of the school as a social system suggests that we must formulate and initiate a change strategy that reforms the total school environment to implement multicultural education.66
63James A. Banks, The Routledge International…, p. 16
64Taat Wulandari, Eksplorasi Pendidikan…, p. 71
65James A. Banks, The Routledge International…, p. 16
66 James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 22
Figure 1.2 the Dimensions of Multicultural Education (Banks 2010) c. Prejudice Reduction
Prejudice reduction describes lessons and activities teachers use to help students develop positive attitudes toward different racial, ethnic, and cultural groups.67 It also helps students to understand how
67 James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 21 The knowledge construction process Teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways in which knowledge is constructed Content integration
Content integration deals with the extent to which teachers use examples and
content from a variety of cultures in their teaching
Empowering School Culture Grouping and labeling practices, sports participation,
disproportional tying
achievement, and the interaction of the staff and the students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups
Multicultura l Education Equity
Pedagogy
Equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social- class groups.
Prejudice Reduction This dimension focuses on the characteristics of students’ racial attitudes and how they can be modified by teaching methods and materials.
ethnic identity is influenced by the context of schooling and the attitudes and beliefs of dominant groups.68
In addition, Prejudice reduction identifies characteristic of students and determine learning method to students. This dimension train student to participate in school activities, and interaction with all of staff, teachers, and student that is difference of ethnic, race, culture and religion, in order to create academic culture of tolerance and inclusive.69
d. An Equity Pedagogy
Teachers in each discipline can analyze their teaching procedures and styles to determine the extent to which they reflect multicultural issues and concerns. Equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups. This includes using a variety of teaching styles and approaches that are consistent with the learning characteristics of various cultural and ethnic groups and being demanding but highly personalized when working with students. It also includes using cooperative learning techniques in learning to enhance the academic achievement of ethnic minority students.70
68 James A. Banks, The Routledge International…, p. 16
69Taat Wulandari, Eksplorasi Pendidikan…, p.70
70James A. Banks, The Routledge International…, p. 16
e. An empowering school culture
Another important dimension of multicultural education is a school culture and organization that promote gender, racial, and social-class equity. The culture and organization of the school must be examined by all members of the school staff. They all must also participate in restructuring it. Grouping and labeling practices, sports participation, disproportionality in achievement, disproportionality in enrollment in gifted and special education programs, and the interaction of the staff and the students across ethnic and racial lines are important variables that need to be examined in order to create a school culture that empowers students from diverse racial and ethnic groups and from both gender groups.71
An empowering school culture requires the creation of qualitatively different relationships among various groups within schools. Relationships are based on mutual and reciprocal respect for cultural differences that are reflected in school wide goals, norms, and cultural practices. An empowering school culture facilitates multicultural education reform by providing teachers with opportunities for collective planning and instruction, and by creating democratic structures that give teachers, parents, and the school staff shared responsibility for school governance.72
71James A. bank and Cherry A. McGee Banks, Multicultural Education…, p. 22
72James A. Banks, The Routledge International…, p. 17