MULTICULTURAL EDUCATION A Social Justice Approach

Let’s get acquainted…  To warm up we’re going to write an acrostic poem.  On a scrap piece of paper, write your name, vertically, down the left side.  Then, use each letter in your name to come up with words that describe you and your background.  For instance: M ajor in education I s from a Jewish family T akes pride in his home state of Michigan C an play hockey and the drumset H as Romanian and Russian heritage  Once you’ve finished switch poems with the person next to you so that you can learn about them and they can learn about you.

What separates the Social Justice Approach?  Unlike other approaches to Multicultural Education, the Social Justice Approach does not seek to change students to become more functional in society.  Rather, this approach seeks to change some of the perceptions society holds about different multicultural groups.  “In an equitable and just society, the various institutions of society will enable diverse communities to sustain themselves, and will ensure basic human rights.”  (Sleeter and Grant, 2009, p. 198)

Goals  The Social Justice Approach seeks to bring the social activism of society into the classroom  “Societal Goal- Promote social structural equality and cultural pluralism.”  School Goals- Prepare students to work actively toward social structural equality; promote cultural pluralism and alternative lifestyles; promote equal opportunity in the school”  (Sleeter and Grant, 2009, p. 199)

Brainstorm  The Social Justice Approach can sometimes be controversial and socially straining in the classroom. That is why it is up to teachers to plan quality lessons and activities for their students.  With the people around you, brainstorm some possible activities you might use in your classroom that would meet the goals of the Social Justice Approach.

Theories  There are 3 theories that serve as the basis of the Social Justice Approach:  Critical Theories  A Sociological Theory of Culture  Identity and Democracy

Critical Theories  Critical Theories are mostly concerned with various social groups and the struggles and opposition that they have with each other over power and control.  Many of the critical theories deal with various minority groups speaking and acting out against the oppressive forces of more dominant groups.  Teachers can use Critical Theories to harness students’ sentiments of opposition and teach them to speak out in an appropriate manner.  (Sleeter and Grant, 2009, p )

Sociological Theory of Culture  “Much of everyday culture is an adaptation to life’s circumstances, which have been in part determined by group competition for resources.”  (Sleeter and Grant, 2009, p. 206)  Minority groups, through social and political activism, are constantly trying to change their social circumstances.  As groups begins to change, so too does their place in society.

Identity and Democracy  This theory highlights the importance of students’ self worth and personal outlook on themselves.  “Multicultural Social Justice educators view learning as active, social, and inextricably intertwined with identity development.”  (Sleeter and Grant, 2009, p. 209)  Students must be able to see themselves as capable of learning and producing knowledge in order to make a change socially.

5 Components  Murrell developed 5 components for developing student identity 1. Self definition, in which young people explore themselves and try on different roles 2. Self Mobilization, in which young people learn to use their interests as a basis for sustained effort, commitment, and engagement in learning. 3. Recursive appropriation of signs, in which young people learn to you symbol systems and various academic cultural forms as tools for interpretation and meaning making. 4. Inventive reappropriation of signs, in which young people use symbols and other forms of representation created by others to express their own meanings. 5. Belonging, in which young people develop identities that connect them with an intellectual community of learners.

Break Time!  Take 10 minutes to get up, stretch, take a walk, etc…

Curriculum  According to the to the Social Justice Approach teachers should organize their classrooms around social issues like, “racism, classism, sexism, sexuality, disability, the experiences and perspectives of different U.S. social groups, and students’ life experience.”  Furthermore, teachers should prepare students to deal with social issues by teaching, “critical thinking, analysis of alternative viewpoints, social action skills, and empowerment skills.”  (Sleeter and Grant, 2009, p. 199)

Instruction  Instruction in the Social Justice Theory consists of, “Involving students actively in democratic decision making; build on students’ learning styles; adapt to students’ skill levels; use cooperative learning.”  (Sleeter and Grant, 2009, p. 199)  Instruction should be tailored for students and should seek to inherently promote the same social standards that the Social Justice Approach is based upon.

Practicing Democracy  “Practicing democracy means learning to articulate one’s interest, to openly debate issues with one’s peers, to organize and work collectively with others, to acquire power, to exercise power, and so forth.”  (Sleeter and Grant, 2009, p. 210)  Students should understand the value of democracy in relation to social change. Students being taught under the Social Justice Approach should feel empowered to utilize the opportunities of democracy in order to change and improve social and cultural standards.

Analyzing One’s Own Life Circumstances  In the classroom, students should be able to analyze and reflect upon their own lives so that they can constructively develop ideas for social change.  Students should be able to connect the realities of society to classroom curriculum in a way that encourages real social change.  (Sleeter and Grant, 2009, p. 212)  Activities that allow for students to recognize injustices in their own lives are extremely beneficial.  Students are able to connect classroom lessons to real world experiences and attempt to create social and cultural change.

Social Action Skills  “Developing social action skills bring democratic political skills to bear on issues involving race, class, and gender inequalities in the students’ everyday world.”  (Sleeter and Grant, 2009, p. 214)  Through classroom development of social action skills, students are taught the most effective and appropriate ways to create political change.  Classroom guidance of social and political activism ensures that students go about these activities in the appropriate manner.

A Sample Classroom Activity  Personal Case Study In pairs, students will conduct personal case students about each other. Students will be paired up by the teacher ahead of time with thought given to the different groups that each of the students belongs to (students belonging to differing social groups will be paired up) Students will have a week to conduct research about their partner’s home life, housing, parents’ jobs, culture, etc… At the end of the week, each partner will give a short presentation to the class about the other, highlighting differences between them. Each report will conclude with a reflection on the societal issues that the given student’s family deals with daily. This activity will be the basis for a social change project in which students will help each other to create programs for social change within their communities.

Critiques  This approach is backed by very little research and is often found to be scattered.  Little instructional guidance for educators.  Too radical for school.  Schools alone cannot change society.  Individual thought vs. teacher’s lessons.  Style of teaching is too traditional  Too “feel good”—ignores inequities within schools  (Sleeter and Grant, 2009, p )

Final Thoughts  The Social Justice Approach is a rather unorthodox approach to classroom learning. Teachers and students must be dedicated to creating a classroom atmosphere that fosters social and political change, tackling difficult cultural issues along the way.  As a final exercise, discuss with those around you how you would implement the Social Justice Approach in your own classroom.

Thank You!  Thank you so much for your time and have a wonderful day!  We’ll see you tomorrow at 8 am!