LYCEUM NORTHWESTERN UNIVERSITY

Tapuac District, Dagupan City

Institute of Graduate and Professional Studies
MASTER IN EDUCATION-MAIN CAMPUS

SOCIAL REGARDS WITH ACTION RESEARCH

REPORTER: MS. MARIFE A. ABBANG

TITLE OF REPORT : DIMENSIONS OF MULTICULTURISM

DATE OF REPORT: MAY 27, 2017

PROFESSOR: DR. GLORIA N. PARAGAS

5 DIMENSIONS OF MULTICULTURISM
1. CONTENT INTEGRATION-integration of multiculturism in the curriculum so that it
will be put into teaching practice.
2. KNOWLEDGE CONSTRUCTION-the knowledge construction process moves to a
different level because here teachers help students to understand, investigate, and
determine the implicit cultural assumptions and frames of reference and perspectives of
the discipline theyre teaching. In other words ,we help kids understand. We also helps
them to become more critical readers and critical thinkers
a. For example, the book The Bell Curve suggested that African Americans were
intellectually inferior to whites. So the question becomes, What are the
assumptions of that writer? Thats the knowledge construction process.
3. EQUITY PEDAGOGY-It simply mean that teachers change their methods to enable
kids from diverse racial groups and both genders to achieve. It is about teachers
modifying their teaching styles so that they use a wide range of strategies and teaching
techniques such as cooperative groups, simulations, role-playing ,and discovery in order
for them to cater a wider range of students.
4. PREJUDICE REDUCTION-Research indicates that adolescent prejudice is very real,
and that kids come to school with prejudice toward different groups. Thats something
that all teachers should be sensitive to. All educators should use methods to help kids
develop more positive racial attitudes.
5. EMPOWERING SCHOOL CULTURE AND SOCIAL STRUCTURE-Here we are
talking about looking not just at individual classrooms, but at the total school culture to
see how to make it more equitable. For example, grouping and labelling practices,
disproportionality in achievement, who participates in sports, in the interaction of the
school staff. Now what does the school staff look like racially? We can talk about equity
all we want to, but we must ask, who are the teachers? Who are the leaders? Are they
diverse? In other words, we have to walk the talk.

COMPREHENSION CHECK
1. Does classifying students by learning styles risk violating equity pedagogy?
2. How should teachers who aim to employ not only equity pedagogy, but all of
multicultural education, conceptualize their roles?
3. If a teacher is of a different culture or background than the students, how can she or
he work to better teach them?