(Module 2)

2. 1. Content Integration
- it deals with the extent to which teachers use
examples and content from a variety of cultures
and groups to illustrate key concepts,
generalizations and issues within their subject area
or disciplines.

3. 2. Knowledge Construction Process
- it describes how teachers help students to
understand, investigate and determine how the
biases, frames of reference, and perspectives within
a discipline influence the ways in which knowledge
is constructed within it.

4. 3. Prejudice Reduction
- It describes lessons and activities used by
teachers to help students to develop positive
attitudes toward different racial, ethnic, and
cultural groups.

5. 4. Equity Pedagogy
- It exists when teachers modify their teaching in
ways that will facilitate the academic achievement
of students from diverse racial, cultural, and social
class groups.

6. 5. Empowering School Culture and Social Structure
- This dimension is created when the culture and
organization of the school are transformed in ways
that enable students from diverse racial, ethnic,
and gender groups to experience equality and
equal status.

8. • People’s behavior is influenced by their
cultural background (socialization) and setting
(their personal experiences in society).
• They form small groups within the society
which we called subcultures.

9. • Sociologists define subculture as cultural
patterns that set apart some segment of a
society’s population.
• Sometimes, the special cultural traits of a
particular group are too numerous and too
interwoven to be called specialties.

10. • A sub-cultural group can develop around any
number of social activities (family, work,
education, religion, geographic region, and so
forth).
• For a sub-culture to exist, people must identify
with the sub-cultural group.

11. • Sub-culture can be used sociologically when
referring to a group of people whose behavior
has features that set it apart from the wider
culture of the society in which it develops.
• Recognizing the relationship between the
dominant culture and sub-cultural groups are
needed.

13. 1. Permitting Specialized Activity
- subcultures carry the knowledge necessary
to perform specialized tasks, they are essential to
the division of labor which is essential in any
society which is becoming larger and more
complex.

14. 2. Identity in Mass Society
- Subcultures also provide a source of identity
in mass society, thus preventing feelings of isolation
and anomie.

15. 3. Cultural Adaptation and Change
- subcultures also serves as a source of
adaptation to society. Often a subculture is the
mechanism through society.

17. • Inclusive content in the curriculum that reflects
the diversity of society. In effect, students from
diverse backgrounds see themselves and their
experiences in the curriculum.

18. • Students’ prior knowledge, including their
culture and language.

19. • The idea of culture is central to student
learning because there is strong evidence that
cultural practices are thinking process.

20. • It encompass elements such as communication
of high expectations, active teaching methods
that promote student engagement, teacher as
facilitator, positive perspectives on parents and
families of culturally and linguistically diverse
students, cultural sensitivity, reshaping the
curriculum, culturally mediated instruction
and small group instruction.