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Do the
lesson content and strategies promote educational equity? For example,
does the lesson content help to create an inclusive curriculum, one that
attempts to maximize student participation in the overall class curriculum?
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Do the
lesson content and strategies make us of, or help to develop, collaborative,
empowering relationships among parents, students, and teacher?
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Do the
lesson content and strategies promote cultural pluralism in society or
intergroup harmony in the classroom?
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Does the
lesson content help to increase the students' knowledge of various cultural and
ethnic groups, including heir own?
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Do the
lesson content and strategies increase students' proclivity and ability to see
and think with a multicultural perspective?
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Does the
lesson content (a) help to correct distortions in the historical, literary, or
scientific record that may stem from historical racism or other forces linked to
the oppression and exploitation of specific ethnic and cultural groups, and (b)
present material in a manner that suggests that racism related distortions are
or may be part of the historical and scientific record the class is studying?
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Does the
lesson content provide knowledge or skills, or promote attitudinal development,
that will eave the students better equipped and more inclined to participate in,
and help improve, the democratic institutions of their society?
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Does the
lesson content contribute to the students' willingness to cross ethnic and
cultural boundaries to participate in and/or learn about different cultural and
ethnic groups?
Reference
Davidman, L.,
& Davidman, P.T. (1997). Teaching
with a multicultural perspective: A practical
guide (2nd ed.). New York: Longman
Publishers.
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