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Single-Group Studies

Single-Group Studies. Based on C.E. Sleeter & C.A. Grant (2003). Making Choices for Multicultural Education (4 th Ed.). Goals & Rationale. Societal: Promote social equality by providing information about a specific group and the effects of past and present discrimination.

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Single-Group Studies

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  1. Single-Group Studies Based on C.E. Sleeter & C.A. Grant (2003). Making Choices for Multicultural Education (4th Ed.)

  2. Goals & Rationale • Societal: • Promote social equality by providing information about a specific group and the effects of past and present discrimination. • Empower specific oppressed group. • Educational: • Create curriculum that counterbalances that which is traditionally White, middle-class male dominated.

  3. Philosophical Framework • Myth of the Neutrality of Education • Many believe that education is neutral and free of bias. • Schooling is a social process. • Related to social & political history, beliefs & ideals. • Lack of resources need to be considered in relation to access to resources.

  4. Philosophical Framework Perspectives about Inequalities (pp. 119)

  5. Philosophical Framework • Myth of the Neutrality of Education • Democracy and cultural allegiance paradox • Students are encouraged to examine issues • Information is limited to select groups • Social Purpose of Schooling • “Schools have a daily impact on students and prepare them for the roles they will have as adults.” (pp. 123)

  6. Philosophical Framework • Social Purpose of Schooling • Social control by influencing attitudes and modifying behavior. • Helps students fit into cultural and social tradition • Schools become sorting machines • Schools help in identity development • Identity for dominant and oppressed group members can move towards social change

  7. Dominant Group Encapsulation: Comfortable with status quo; other groups’ experiences and perspectives unseen; accepts stereotypes. Disintegration: Evidence of discrimination clashes with previous perspective- feels guilt and/or anger. Reintegration: Resolves discomfort by returning as close as possible to encapsulation. Pseudo-independence: Resolves discomfort by seeking information about and/or coming into contact with other groups; establishes identity with others. Autonomy: Works to end discrimination against oppressed groups; positive identity with own group but does not accept superior status. Philosophical Framework: Stages of Identity Development (pp. 125)

  8. Oppressed Group Conformity: Identify with dominant group and its version of society; accept negative image of own group. Dissonance: Evidence of discrimination clashes with previous perspectives; causes confusion; seeks knowledge. Resistance & immersion: Actively reject dominant society & beliefs; thirst for knowledge about own group. Internalization: Strong positive identity with own group; willing to connect with dominant group but not with subordinate status. Commitment: Committed to work against discrimination; strong positive identity with own group; willing to work with dominant group members at autonomous stage. Philosophical Framework: Stages of Identity Development (pp. 125)

  9. Restructuring Knowledge and “The Canon.” • “THE CANON” • The works of knowledge that holds cultural capitol in a society. • Literary works (The Odyssey) • Philosophical, political, & religious texts (The Bible, The Gettysburg Address) • History (mainstream) • The question becomes, “Who has the right to determine what should become part of the Canon?”

  10. Restructuring Knowledge and “The Canon.” • How can the Canon be reworked? • Each group can come from different perspectives. • Centering: When does their history begin? • The history of most groups are determined by those in power. The historical starting point tends to be when it impacts dominant group. • All groups have a history before that point. • Single-group studies help determine when history starts.

  11. Restructuring Knowledge and “The Canon.” • Social creation of “Natural” categories. • Certain traits and characteristics are viewed as biological and therefore natural (gender, race). • Certain traits assigned to certain groups are social constructs (skin color tied to intelligence, women and math). • Single-group studies examine why “natural” categories exist and how they can be changed.

  12. Restructuring Knowledge and “The Canon.” • Social construct of social theories. • Research is viewed as neutral and therefore provides us with the objective truth. • Western thought has a particular lense for viewing world and theories correspond to such lenses. • Other world views provide different lenses. (Egypt contributed to the development of Greek thought.) • Single-group theory provides other possibilities.

  13. Restructuring Knowledge and “The Canon.” • The strength of oppressed groups. • Mainstream media tend to portray oppressed groups as weak and accepting. • Single-group studies provide oppressed group with understanding of group strengths. • Less willing to accept oppressive conditions.

  14. Restructuring Knowledge and “The Canon.” • Group identity in the literature and the arts • The identity of minority groups, as portrayed in the media, often justify the social position held by such groups. • Single-group studies encourages and promotes development of authentic representation in the literature and the arts.

  15. Restructuring Knowledge and “The Canon.” • A Collective Sense • Social change occurs when an oppressed group comes together as a group and work together. • Can be difficult in helping members of group see collective needs • Difficult to maintain over time • Group Liberation • Oppressed groups regain control of group history. • Those with wealth and control are seen as helping all • Those from oppressed groups present history from their perspectives

  16. Recommended Practices • Curriculum: Creates knowledge that encourages understanding and social change in relation to single-group. • Must not come from dominant group perspective. • It becomes viewed as an individual choice, not collective matter. • It focuses on superficial aspects of group such as customs, foods, and holidays

  17. Recommended Practices • Curriculum: Includes history of group from their perspective. • It begins before becoming part of dominant group history. • It includes aspects of history that present conflicts and change. • It provides heroes and heroines from group perspective. • It includes writers and artists from group. • Philosophical world views are included. • Contemporary struggles are addressed.

  18. Recommended Practices • Implementation: How will the program come together? • Separate curricular area: Development of Ethnic Studies type courses. • Allows for focused study of group. • Integrated into mainstream: Includes minority histories and experiences into the mainstream. • Could make groups even more marginal due to lack of “center.”

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