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

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

3. United Kingdom France Germany the Netherlands Asia Africa the West Indies

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

5. 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

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

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

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

9. * Indonesians and Surinamese in the Netherlands
* Aborigines in Australia

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

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

12. 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

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

14. 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.

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

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

17. 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

18. 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

19. 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

20. STAGES OF CULTURAL IDENTITY

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

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

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

24. 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

25. 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

26. 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

27. 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