Multicultural and Social Reconstructionist

Approach

This approach supports the belief that schools in a

democratic society have an obligation to prepare future citizens to work actively and

collectively on problems facing society.

Theoretical Foundations

Conflict (Critical) Theory

Social behavior is organized more on a group basis than an individual basis.

Groups struggle for control.

Dominant groups try to maintain the status quo.

Theoretical Foundations

Hidden CurriculumThe covert injection of values and norms into institutional curriculum. Freire refers to this as to mythicize the world. The world is “a fixed entity, as something given -- something to which men, as mere spectators, must adapt” (p. 135).

Those in control are there because it is natural.It does not need to examined because they are in control.

Theoretical Foundations

Cognitive Development Theory

The better we are able to think, and the more knowledge we have about the society in which we live, the better we’ll be able to effect positive changes. But ideas must be put into practice. Talking is not enough (Praxis).

Theoretical Foundations

Theory of Culture

Change the culture, and social institutions will

change.

Related Concepts

Organization of interest groupsThe joining of forces between and among advocacy groupsTaking part in the democratic process by voting and organizing others to voteSocial reconstructionists believe that political participatory skills should be learned in school.

Multicultural Education Aspects

The Multicultural Education aspects of this approach are related to issues

of social equality with respect to race, social class, disability, and

gender. However, the approach deals with all

forms of oppression as a whole. It does not target only an individual

group.

Goals

Four goals are the main interest of this approach:1. Model and celebrate diversity and equal opportunity. 2. Practice democracy.3. Help students analyze their own social inequalities.

4. Encourage social action.

Assumptions

Acting together in action groups, people are capable

of changing the social order. Then, as the larger social order changes, so will the

individual.

Curriculum

Organize curriculum around current social issues involving racism, classism, sexism, and

other -isms.

Organize concepts around experiences and perspectives of

different American groups.

Curriculum

Use students’ life experiences as a starting

point for analyzing oppression.

Teach critical thinking skills and analysis of alternative

viewpoints.

Curriculum

Teach social action skills and

empowerment skills.

Curriculum

Teach how to expose “Hidden Curriculum”

Instruction

Involve students actively in democratic decision-making.

Build on students’ learning styles.

Adapt to students’ skills levels.

Use cooperative learning.

Instruction

Decorate room to reflect social action themes, cultural diversity, and student

interests.

Avoid testing and grouping procedures that designate some students as failures.

Credits

Sleeter, Christine E. and Grant, Carl A. Making Choices for Multicultural Education. Upper Saddle River, NJ: Merrill, 1999. Third EditionWink, Joan (2000). Critical Pedagogy White Plains, NY: Longman.Freire, Paulo (1970) Pedagogy of the Oppressed. Continuum