QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

I. MODULE 2 – Learning Episode 8

The Concepts of Multicultural Education

II. COMPETENCIES
At the end of the learning episode, the students should be able to:
1. explain the concept of multicultural education;
2. illustrate multicultural education in the educational system; and
3. analyze the implication of multicultural education in the context of globalization

III. DISCUSSION

Multicultural education refers to any form of education or teaching that

incorporates the histories, texts, values, beliefs, and perspectives of people from
different cultural backgrounds. At the classroom level, for example, teachers may
modify or incorporate lessons to reflect the cultural diversity of the students in a
particular class. In many cases, “culture” is defined in the broadest possible sense,
encompassing race, ethnicity, nationality, language, religion, class, gender, sexual
orientation, and “exceptionality”—a term applied to students with specialized needs
or disabilities.

Generally speaking, multicultural education is predicated on the principle of

educational equity for all students, regardless of culture, and it strives to remove
barriers to educational opportunities and success for students from different cultural
backgrounds. In practice, educators may modify or eliminate educational policies,
programs, materials, lessons, and instructional practices that are either
discriminatory toward or insufficiently inclusive of diverse cultural perspectives.

Instructionally, multicultural education may entail the use of texts, materials,

references, and historical examples that are understandable to students from different
cultural backgrounds or that reflect their particular cultural experience—such as
teaching students about historical figures who were female, disabled, or gay (a less
common practice in past decades). Since schools in the United States have
traditionally used texts, learning materials, and cultural examples that commonly—or
even exclusively—reflect an American or Eurocentric point of view, other cultural
perspectives are often absent. Consequently, some students—such as recently arrived
immigrants or students of color, for example—may be placed at an educational
disadvantage due to cultural or linguistic obstacles that have been overlooked or
ignored.

The following are a few representative ways in which multicultural education

may play out in schools:

Learning content: Texts and learning materials may include multiple cultural
perspectives and references. For example, a lesson on colonialism in North America
might address different cultural perspectives, such as those of the European settlers,
indigenous Americans, and African slaves.

Student cultures: Teachers and other educators may learn about the cultural
backgrounds of students in a school, and then intentionally incorporate learning
experiences and content relevant to their personal cultural perspectives and heritage.
Students may also be encouraged to learn about the cultural backgrounds of other
students in a class, and students from different cultures may be given opportunities to
discuss and share their cultural experiences.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Critical analysis: Educators may intentionally scrutinize learning materials to

identify potentially prejudicial or biased material. Both educators and students might
analyze their own cultural assumptions, and then discuss how learning materials,
teaching practices, or schools’ policies reflect cultural bias, and how they could be
changed to eliminate bias.

Resource allocation: Multicultural education is generally predicated on the

principle of equity—i.e., that the allocation and distribution of educational resources,
programs, and learning experiences should be based on need and fairness, rather
than strict equality. For example, students who are not proficient in the English
language may learn in bilingual settings and read bilingual texts, and they may receive
comparatively more instructional support than their English-speaking peers so that
they do not fall behind academically or drop out of school due to language limitations.
While blending of cultures can most definitely be a blessing—it can also be a
curse. With more diversity than ever, teachers have to adjust methods from one
student to the next, and from one year to the next. Multicultural education is about
more than a classroom with varied skin color – it includes careful examination of the
neighborhoods, parenting styles and general experiences that shape each and every K-
12 student.
Diversity exists even within mainstream society and students need to have the
communication life skills that multicultural education promotes.

Major goal: “To transform the school so that the male and the female students,
exceptional learners, as well as students coming from diverse cultural, social-class,
racial and ethnic groups will experience an equal opportunity to learn in school”
(James Banks, 1975)

Concepts that define diversity

o Culture All of the learned characteristics of a people – language,

religion, social mores, artistic expressions, beliefs and
values; may develop around a shared interest,
circumstance, or condition
o Race Physical characteristics, especially skin color and national
origin; genetically inheritable
o Ethnicity Membership in a group with a common cultural tradition
or common national origin; ethnic traits are learned in
social contexts
o Assimilation Making students similar
o Pluralism Maintaining unique characteristics
o Language First or second language speakers
o Gender Male/Female
o Exceptionality Children with a special ability or disability that sets them
apart from other children; may be giftedness (high
performance or excellence in general intellectual ability,
specific academic aptitude, creative or productive thinking,
leadership ability, ability in the visual or performing arts,
and psychomotor ability; may be disabilities in terms of
speech and language disorders, learning disabilities,

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

emotional and behavior disorders, and sever attention

problems
 Basic Assumptions in every Classroom:
1. No two learners are exactly the same
2. Children in all classrooms are heterogeneous.
3. Strategies that work with one may not be well for the other.
4. Students’ background and experiences should be considered when
teaching.
5. Community members can contribute to the success of easing out
ethnic issues.

 Approaches to Multicultural Education (Sleeter & Grant, 2002)

1. Assimilation
Teaching the exceptional and culturally different to assimilate into the
cultural mainstream using transitional bridges in the regular school
program
2. Social Harmony
Human relations approaches that attempt to help students of
differing backgrounds understand and accept each other
3. Single-Group Studies
Encourages cultural pluralism by concentrating on the
contributions of specific individuals and groups
4. Cultural Pluralism through Educational Reform
Multicultural approaches that promote pluralism by reforming
entire educational programs – altering curricula, integrating staffs,
and affirming family languages
5. Social Reform and Cultural Change
Education that is multicultural and social reconstructionist actively
challenges social inequalities
 Suggestions to understand multi-cultural learners

1. Learn and become sensitive to and aware of racial, ethnic, cultural and
gender groups other than your own.
2. Never make assumption about an individual based on your perception
of that individual’s race, ethnicity, culture or gender.
3. Avoid labeling or stereotyping
4. Get to know each student as a unique individual.
5. Check out your own biases about the people who are different from
your race, ethnicity, culture, gender or socioeconomic status.
6. Plan learning activities within a multicultural framework while making
the classroom safe and secured for all the students.
7. Utilize multicultural instructional materials and strategies when
teaching.
8. Promote cooperation and collaboration among your learners, parents
and teachers.

 Suggestions to Broadening Teaching Perspectives

1. Link up with exchange programs of other countries

2. Join international professional organizations

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

3. Subscribe to international journals and resources

4. Participate in international conferences, trainings and workshops

The Professionalization of Teaching

A licensed professional who possesses dignity and reputation with high moral
values as well as technical and professional competence…s/he adheres to, observes,
and practices a set of ethical and moral principles, standard, and values. (Code of
Ethics of Professional Teachers)

Bits of Enacted laws that led to the Professionalization of Teaching

 1987
Article XIV – Education, Science and Technology, Arts, Culture
Constitution of
and Sports
the Republic of
Section 1 The State shall protect and promote the right of all citizens to
the Philippines
quality education at all levels and shall take appropriate steps to
make such education accessible to all.
Section (4)The State shall enhance the right of teachers to professional
advancement….

 Republic Act Section 2…The State shall likewise ensure and protect academic
No. 7722 freedom and shall promote its exercise and the
observance for the continuing intellectual growth, the
An Act Creating
advancement of learning and research the development
the Commission
of responsible and effective leadership, the education of
on Higher
high-level and middle-level professionals, and the
Education,
enrichment of our historical and cultural heritage.
Appropriating
Funds Therefore Section 12. The Commission shall reconstitute and/or organize
and for Other technical panels for different disciplines/program areas.
Purposes They shall assist the Commission in setting standards
and in program and institution monitoring and
evaluation. The technical panels shall be composed of
senior specialists or academicians to be approved by the
Commission

 Republic Act Goal: To inculcate desirable values through the development of

No. 7796 moral character with emphasis on work ethics, self-
discipline, self-reliance and nationalism.
An Act Creating the
Technical Education Section 23. … Such training program schemes shall include
and Skills teacher trainers’ training skills for entrepreneur development
Development and technology development, cost-effective training in
Authority, Providing occupational trades and related fields of employment, and
for its Powers, value development as an integral component of all skills
Structure and for training programs.
other Purposes

 Republic Act Section 2. The school shall be the heart of the formal education
No. 9155 system. It is where children learn. Schools shall have a
single aim of providing the best possible basic education for
An Act Instituting
all learners.
a Framework of
Governance for Section 4. (i) Learning Facilitator – is the key-learning support
Basic Education, person who is responsible for supervising/facilitating the
Establishing learning process and activities of the learner.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Authority and
Accountability,
Renaming the
Department of
Education,
Culture and
Sports as the
Department of
Education and for
other Purposes

 Executive Order One of the functions of the Bureau is to … address the learning
No. 356 needs of the marginalized groups of the population including the
deprived, depressed and underserved citizens…
Renaming the
Bureau of Non-
Formal Education
to Bureau of
Alternative
Learning System

 Presidential The educational system aims to provide for a broad general

Decree No. 6-A education that will assist each individual, in the peculiar ecology
of his own society, to (1) attain his potential as a human being; (2)
Educational
enhance the range and quality of individual and group
Development
participation in the basic functions of society; and (3) acquire the
Decree of 1972
essential educational foundation for his development into a
productive and versatile citizen.

 Batas Pambansa It is the policy of the State to establish and maintain a complete,
Blg. 232 adequate and integrated system of education relevant to the goals
of national development.
An Act Providing
for the The educational system aims to develop the professions that will
Establishment and provide leadership for the nation in the advancement of
Maintenance of an knowledge for improving the quality of human life.
Integrated System
Teachers shall be deemed persons in authority when in the
of Education
discharge of lawful duties and responsibilities, and shall,
therefore, be accorded due respect and protection.
One of the duties of teachers is to participate as an agent of
constructive social economic, moral, intellectual, cultural and
political change in his school and the community within the
context of national policies.

 UNESCO …the learning process should be based on four pillars of

education: learning to know, learning to do, learning to live
together, learning to be.

 Republic Act It is hereby declared to be the policy of this Act to promote and
4760 improve the social and economic status of public-school teachers,
their living and working conditions, their employment and career
(June 18, 1977)
prospects in order that they may compare favorably with existing
The Magna Carta opportunities in other walks of life, attract and retain in the
for Public School teaching profession more people with the proper qualification….
Teachers
As used in this Act, the term “teacher” shall mean all persons
engaged in classroom teaching, in any level of instruction, on full-
time basis, including guidance counselors, school librarians,

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

industrial arts or vocational instructors, and all other persons

supervisory and/or administrative functions in all schools…; but
shall not include school nurses, ….

 Presidential … in recognition of the vital role of teachers in nation-building

Decree 1006 and as an incentive to raise the morale of teachers, it is
imperative that they be considered as professionals and teaching
(January 1, 1966)
be recognized as a profession…
Providing for the
Professionalization
of Teachers,
Regulating their
Practice in the
Philippines and for
other Purposes

 Republic Act The State recognizes the vital role of teachers in nation building
7836 and development through a responsible and literate citizenry.
(1994) The Board shall … prescribe and/or adopt a code of ethical and
professional standards for the practice of the teaching profession.
Philippine
Teachers The registration of a professional teacher commences from the
Professionalization date his name is enrolled in a roster of professional teachers.
Act of 1994
Every registrant shall be required to take his professional oath
An Act to before practicing as a professional teacher.
Strengthen the
The teaching profession shall be integrated into one national
Regulation and
organization which shall be recognized by the Board and the
Supervision of the
Commission as the one and only integrated and accredited
Practice of
association of professional teachers.
Teaching in the
Philippines and
Prescribing a
Licensure
Examination for
Teachers and for
other Purposes

 Republic Act No person shall engage in teaching and/or act as a professional

9293 teacher as defined in this Act, whether in the preschool,
elementary or secondary level, unless the person is a duly
(February 7,
registered professional teacher, and a holder of a valid certificate
2004)
of registration and a valid professional license or a holder of a
An Act Amending valid special/temporary permit.
Certain Section of
A special permit may also be issued by the Board to a person who
RA 7836
has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of
specialization.

 Code of Ethics Every teacher shall enjoy academic freedom and shall have the
for Professional privilege of sharing the product of his researches and
Teachers investigations, provided that, if the results are inimical to the
declared policies of the State, they shall be drawn to the proper
(Resolution No.
authorities for appropriate remedial action.
435, s. 1997)
Every teacher shall actively help ensure that teaching is the
noblest profession, and shall manifest genuine enthusiasm and
pride in teaching as a noble calling.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

A teacher shall recognize that the interest and welfare of learners

are his first and foremost concern and shall handle each learner
justly and impartially.
A teacher shall place premium upon self-respect and self-
discipline of personal behavior in all relationships with others and
in all situations.
IV. ENRICHMENT ACTIVITIES

I. Answer the questions below.

1. What is multicultural education?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What are the concepts related to multicultural education? Explain each related
concept.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Explain the three approaches to Multicultural. Then, give concrete examples.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. As a would-be teacher, how do you describe multicultural learners?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What possible programs will you introduce to your school in order to deal with
multicultural education?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

V. COMPREHENSION CHECK
Direction: Identify whether the statement is TRUE or FALSE. On the blank provided,
write X if it is true and Y if it false.
______1. Multicultural education includes teaching perspectives of people from
different backgrounds and orientation.
______2. Selective education is what multicultural education seeks to implement.
______3. Learning contents must be taken in a singular perspective so the students
could be directed properly.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

______4. The distribution of educational resources must be based on the principle f

fairness and equity.
______5. Diversity only exists in the locality and only the minority groups must be
treated properly in terms of multicultural opportunities.
VI. ASSIGNMENT
Task 1. Interview a local or tribe leader in your locality and come up with a short
investigative report. Follow the format of “Kapuso Mo Jessica Soho” (KMJS). Be guided
with these questions:

1. What is the profile of the local/tribe leader?

2. What special feature of the interviewee’s cultural and tradition will you highlight?
3. What makes the people of the community unique due to their cultural feature?
4. How does this cultural tradition affect the present living condition of the people in
the community?

VII. REFERENCES

Akinboye, J.O. (2014). Psychological Foundations of Education. Ibadan. Heineman

Educational Books
Bilbao, P. P. B.B. Corpuz, A. T. Llagas, and G. G. Salandanan. (2016). The teaching
profession. Quezon City: Lorimar Publishing, Inc.
Blackburn, Simon (2016). Oxford Dictionary of Philosophy (2nd ed.). p. 240. ISBN
978-0199541430
Buss, D.M. (2016). Evolutionary Psychology. Psycnet.apa.org.
Cox, Janelle ox (2013) What is the Role of A Teacher. Retrieved on
https://www.thoughtco.com/what-is-the-role-of-a-teacher-2081511
Lanier, Judith Taack. (2015). Redefining the Role of the Teacher: It's a Multifaceted
Profession. Edutopia. George Lucas Educational Foundation 1997. Web.
February 4, 2018.

Martin, M. (2019). The teaching profession in the millennial context. Quezon City:St.
Andrew Publishing House.
Moreland, J.P. and William Lane Craig (2013) Philosophical Foundation of Christian
World View. Downers Grove Illinois: Intervarsity Press.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

APPENDICES
A. Key answers for the comprehension check
1. X
2. Y
3. Y
4. X
5. Y

B. Rubric in checking the self-paced learning module

Name of the Student:___________________________________ Date Submitted:_____________
Year and Section:_____________________________ Course:____________________
PARTS Exemplary Superior Satisfactory Needs
Improvement
Learning All tasks were All or nearly all Nearly all tasks Fewer than half
Activities done with tasks were done were done with of the tasks
outstanding with high quality acceptable were done; or
quality; work quality most objectives
exceeds were met but
expectations need
improvement
5 4 3 2
Assignment All tasks were All tasks were Tasks were not Tasks were not
accomplished accomplished accomplished accomplished;
completely; in completely; clear completely; grammar and
depth answers; connection with vaguely related spelling are
thoroughly theories, to the theories; unsatisfactory
grounded on grammar and grammar and
theories, with spelling are spelling are
exemplary superior acceptable
grammar and
spelling
5 4 3 2
Assessment All questions There is one Two mistakes Three mistakes
were answered mistake were committed were committed
with perfect committed
score
5 4 3 2
Submission of Submitted before Submitted on the Submitted a Submitted two
learning the deadline deadline day after the days or more
episodes deadline after the
deadline
5 4 3 2
COMMENTS Overall score Rating
_______________________________________________________
_______________________________________________________

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Rating 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

_____________________________________________ _____________
SIGNATURE OF INSTRUCTOR ABOVE PRINTED NAME DATE

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

C. Rubric in checking their investigative report

Name of the Student:___________________________________ Date Submitted:_____________
Year and Section:_____________________________ Course:____________________
Categories Criteria Score
2 3 4 5
Correct use of Correct use of Correct use of Correct use of
punctuation punctuation punctuation punctuation
marks, marks, marks, marks,
indention, indention, indention, indention,
Mechanics
margin, and margin, and margin, and margin, and
the likes is the likes is not the likes is the likes is
totally observed well remarkable highly
neglected remarkable
The entire Major parts of There are The entire
output is with the output is some missing output is with
a mess missing details in the sufficient
Content
content content content

Ideas are Majority of the Some ideas Ideas are

cluttered and ideas are not are not logically
Organization disarranged properly properly presented
presented in arranged
order
Sentences and Majority of the Some Sentences and
paragraphs sentences and sentences and paragraphs are
are not paragraphs paragraphs interconnected
Coherence
connected and are are not well
related with interconnected interconnected
each other
Sentences are Majority of the Some Sentences are
long and going sentences are sentences are short, simple
around the long, complex long, complex and easy to
Conciseness
bush and difficult to and difficult to understand
understand understand

Total

_____________________________________________ _____________
SIGNATURE OF INSTRUCTOR ABOVE PRINTED NAME DATE

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”