Teaching for Social Justice, Diversity, and Citizenship in a Global World Lauren Plante CURR 580

SINCE WWII: Nation-States throughout Western World =more diversified due to immigration and other forces

United Kingdom France Germany the Netherlands Asia Africa the West Indies

U.S Census Bureau (2000) * ethnic groups of color will make up 47 percent of U.S. population in 2050 *students of color now make up 40 percent of students in the nation’s public schools

Assimilationist Notion of Citizenship: Assimilationist Notion of Citizenship: * create nation-states where all groups shared one dominant mainstream culture * assumed that ethnic and immigrant groups had to forsake their original cultures to fully participate in the nation-state

Challenges to Assimilationist Conception: Challenges to Assimilationist Conception: *ethnic revitalization movements of 1960’S and 1970’s * Civil Rights Movement in U.S.

New Participants expressed feelings of marginalization and worked to make institutions responsive to needs: *economical *political *cultural

INCLUDED:. French and Indians in Canada INCLUDED: * French and Indians in Canada * West Indians and Asians in Britain Included : French and Indians in Canada

* Indonesians and Surinamese in the Netherlands * Aborigines in Australia

CITIZENSHIP EDUCATION: DEVELOP THOUGHTFUL AND CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES AND THEIR NATION-STATES

HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS AND DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

American Indians in the U. S. Maori in New Zealand *American Indians in the U.S. * Maori in New Zealand * African Caribbean in the United Kingdom * Moluccans in the Netherlands

BALANCING UNITY AND DIVERSITY Unity must be important aim when nation-states are responding to diversity within their populations . n

can protect the rights of minorities *can protect the rights of minorities * can enable diverse groups to participate only when unified around set of democratic values such as justice and equality.

LITERACY, SOCIAL JUSTICE, AND CITIZENSHIP EDUCATION Literate citizens in a diverse democratic society should be: reflective moral active citizens in an interconnected global world

UNITY WITHOUT DIVERSITY:. CULTURAL REPRESSION. HEGEMONY UNITY WITHOUT DIVERSITY: *CULTURAL REPRESSION *HEGEMONY * FRACTURING OF THE NATION-STATE

According to Banks: Multicultural literacy = *Skills and abilities to identify creators of knowledge and their interests *Uncover the assumptions of knowledge *View knowledge from diverse ethnic and cultural perspectives *Use knowledge to guide action that will create a humane and just world

DEVELOPMENT OF CULTURAL, NATIONAL, AND GLOBAL IDENTIFICATIONS CITIZENSHIP EDUCATION: DEVELOP THOUGHTFUL/CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES/THEIR NATION-STATES HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS/DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

CITIZENSHIP EDUCATION: DEVELOP THOUGHTFUL AND CLARIFIED IDENTIFICATIONS WITH CULTURAL COMMUNITIES AND THEIR NATION-STATES HELP DEVELOP CLARIFIED GLOBAL IDENTIFICATIONS AND DEEP UNDERSTANDING OF ROLES IN WORLD COMMUNITY

STAGES OF CULTURAL IDENTITY

STAGE 1 * “Cultural Psychology Captivity” Individuals internalize negative stereotypes/beliefs May show self-rejection/low self-esteem

STAGE 2 “Cultural Encapsulation” Newly discovered consciousness Try to limit participation to own cultural group

STAGE 3 “Cultural Identity Clarification” STAGE 3 “Cultural Identity Clarification” *able to clarify personal attitudes *cultural pride genuine and not contrived

STAGE 4 “Biculturalism”. have healthy sense of cultural identity STAGE 4 “Biculturalism” * have healthy sense of cultural identity * have strong desire to function effectively in two cultures

STAGE 5 “Multiculturalism and Reflective Nationalism” STAGE 5 “Multiculturalism and Reflective Nationalism” * have clarified ,reflective, positive personal, cultural, national identifications *positive attitudes toward other racial, cultural, ethnic groups

STAGE 6 “Globalism and Global Competency” STAGE 6 “Globalism and Global Competency” * have knowledge, skills, attitudes needed to function effectively in own culture, other cultures, civic culture of nation, in global community

Bibliography: James A. Banks is Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle. He is a past president of the American Educational Research Association and the National Council for the Social Studies and a member of the National Academy of Education. The Educational Forum. Volume 68. Summer 2004