1. Chapter 1 The Centrality of Culture and Social Ideology PERSONAL PERSPECTIVES THAT INFLUENCE TEACHING PRACTICES © 2015 Etta R. Hollins

2. Focus Questions  What is the relationship among social ideology, social change, and school practices?  How do social ideology and understanding the meaning of culture converge in influences on learning to teach and teaching practices? © 2015 Etta R. Hollins

3. Framing the Conceptualization of School Learning Type IType IIType III Definition of Culture Artifact and behaviorSocial and political relationships Affect, behavior, and intellect Ideological Stance Dominance of Western culture Common culture in the United States Assimilation—status quo Social reconstruction Cultural pluralism Self-determinism Social reconstruction Cultural pluralism Conceptualization of Learning Universalistic traditional theories are accepted Influenced by experiential background Traditional theories are not challenged Culturally mediated cognition Traditional theories are challenged © 2015 Etta R. Hollins

4. Type IType IIType III Curriculum Content Dominant group perspective Common heritage Multicultural contributions Multiple perspectives Integration of multiethnic heritage Common heritage Culturally valued knowledge Knowledge about culture Cultural knowledge Instructional Approaches Generic teaching strategies Individualization Remediation = repetition Learning styles Background experiences Individualization Culturally mediated instruction Cultural accommodation Personalization Social Context for Learning Teacher directedTeacher facilitated Cooperative learning Less competitive Teacher facilitated Collaborative learning Non-competitive © 2015 Etta R. Hollins