ERIC ED395308: Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24. PDF
Preview ERIC ED395308: Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24.
DOCUMENT RESUME CS 012 482 ED 395 308 Tomlinson, Louise M. AUTHOR Applying Banks' Typology of Ethnic Identity TITLE Develonment and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One. Instructional Resource No. 24. National Reading Research Center, Athens, GA.; INSTITUTION National Reading Research Center, College Park, MD. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. 96 PUB DATE 117A20007 CONTRACT NOTE 46p. Teaching Guide's (For Guides - Classroom Use PUB TYPE Reports - Descriptive (141) Teacher) (052) MFOI/PCO2 Plus Postage. EDRS PRICE Class Activities; *Classroom Environment; *Culturally DESCRIPTORS Relevant Education; Curriculum Development; Discussion (Teaching Technique); Ethnic Groups; *Ethnicity; *Literacy; *Multicultural Education; Reading Material Selection; Secondary Education Identity (Psychological) IDENTIFIERS ABSTRACT This instructional resource describes ways in which J. A. Banks' typology of the stages of ethnic identity development and related curriculum goals can be applied to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for analyzing materials and developing relevant classroom discussion are suggested. Excerpts from transcripts of classroom discussion about literature provide examples of how the critical issues for each stage of development are addressed. A culturally relevant classroom environment is described. Another class that embarks on environmentally oriented community field experience which fosters social action learning is also highlighted. The focus of the instructional resource is based on the assumption that (1) culturally relevant literacy instruction which is guided by sound and generalizable theory that transcends celebratory and additive approaches can enhance ethnic identity orientation; and that a synergy exists among levels of reading engagement, self-esteem, exposure to and interest in other ethnic groups, positive attitudes or increased value sets regarding other ethnic groups, motivation for increasing the knowledge base regarding other ethnic groups, and achievement level. Contains 10 references and 5 figures of data. Appendixes present plot graphs of selected stories illustrate the progression of story development according to Banks' typology for each selection, and a 41-item annotated bibliography which is based on the relevance of story content to each of the stages in Banks' typology. (Author/RS) so hik ED WO k LA LOUISE M. TOMLINSON " Adak' 111, U S DEPARTMENT OF EDUCATION improvernonf Office of Eaucaboral 13esewcn EDJCATtONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this __Ar ss.. *1.L.otrt document do not necessarily represent official OERI position or policy /.00:,: liscr rWO Ay -t;;;;;;;:,-'4.1.1 .- I IIIAPIIRIE mmevin' r IIIIIMM11111111011MIDIM 1.1111. QOM, PINS F 47901457 A OM NOM MIA% MI% 11flonfila0 I. e F 47901457 A 6 90066t-' NRRC InEqructional Resource No. 24 Spring 1996 National Reading Research Canter BEST COPY AVAILABLE NRRC National Reading Research Center Applying Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content, Classroom Discussion, and the Ecology of Classroom and Community: Phase One Louise M. Tomlinson University of Georgia INSTRUCTIONAL RESOURCE NO. 24 Spring 1996 University of Georgia The work reported herein is a National Reading Research Project of the Research and and University of Maryland. It was supported under the Educational by the Office Development Centers Program (PR/AWARD NO. 1 I 7A20007) as administered The findings and of Educational Research and Improvement, U.S. Department of Education. policies of the National opinions expressed here do not necessarily reflect the position or the U.S. Reading Research Center, the Office of Educational Research and Improvement, or Department of Education. 3 7 '71"-"W"Pr.7711771717.--7,7777...7"" NRRC National Reading Research Center National Advisory Board Executive Committee Donna E. Alvermann, Co-Director Phyllis W. Aldrich University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development Jamie Lynn Metsala, Interim Associate Director Marsha T. DeLain University of Maryland Colkge Park Delaware Department of Public Instruction Nancy B. Mizelle, Assistant Director Carl A. Grant University of Georgia University of Wisconsin-Madison Penny Oldfather Waiter Kintsch University of Georgia University of Colorado at Boulder John F. O'Flahavan Robert L. Linn University of Maryland College Park University of Colorado at Boulder James V. Hoffman Luis C. Moll University of Texas at Austin Cynthia R. Hynd University of Arizona University of Georgia Carol M. Santa Robert Serpell School District No. 5 University of Maryland Baltimore County Kalispell, Montana Betty Shockley Anne P. Sweet Clarke County School District, Athens, Georgia gifice of Educational Research and Improvement, Linda DeGroff U.S. Department of Education University of Georgia Louise Cherry Wilkinson Rutgers University Publications Editors Production Editor Research Reports and Perspectives Linda DeGroff, Editor Katherine P. Hutchison University of Georgia University of Georgia James V. Hoffman, Associate Editor University of Texas at Austin Dissemination Coordinator Mariam Jean Dreher, Associate Editor Jordana E. Rich University of Maryland College Park University of Georgia Outatctional Resources Lee Galda, University of Georgia Text Formatter Research Highlights Ann Marie Vanstone William G. Holliday University of Georgia University of Maryland College Park Policy Briefs NRRC - University of Georgia James V. Hoffman 318 Aderhold University of Texas at Austin University of Georgia Videos Athens, Georgia 30602-7125 Shawn M. Glynn, University of Georgia Fax: (706) 542-3678 (706) 542-3674 INTERNET: NRRCfluga.cc.uga.edu NRRC Staff Barbara F. Howard, Office Manager Kathy B. Davis, Senior Secretary NRRC - University of Maryland College Park 3216 J. M. Patterson Building University of Georgia University of Maryland Barbara A. Neitzey, Administrative Assistant College Park, Maryland 20742 Valerie Tyra, Accountant (301) 405-8035 Fax: (301) 311-9625 University of Maryland College Park INTERNET: NRRCaumailumd.edu About the National Reading Research Center Dissemination is an important feature of NRRC The National Reading Research Center (NRRC) is activities. Information on NRRC research appears in funded by the Office of Educational Research and several formats. Research Reports communicate the Improvement of the U.S. Department of Education to results of original research or synthesize the findings of conduct research on reading and reading instruction. several lines of inquiry. They are written primarily for The NRRC is operated by a consortium of the Univer- researchers studying various areas of reading and sity of Georgia and the University of Maryland College reading instruction. The Perspective Series presents a Park in collaboration with researchers at several institu- wide range of publications, from calls for research and tions nationwide. commentary on research and praztice to first-person The NRRC's mission is to discover and document Instructional ot* experiences in schools. accounts those conditions in homes, schools, and communities Resources include curriculum materials, instructional that encourage children to become skilled, enthusiastic, guides, and materials for professional growth, designed lifelong readers. NRRC researchers are committed to primarily for teachers. advancing the development of instructional programs For more information about the NRRC's research sensitive to the cognitive, sociocultural, and motiva- projects and other activities, or to have your name tional factors that affect children's success in reading. added to the mailing list, please contact: NRRC researchers from a variety of disciplines conduct studies with teachers and students from widely diverse Donna E. Alvermann, Co-Director cultural and socioeconomic backgrounds in pre-kinder- National Reading Research Center garten through grade 12 classrooms. Research projects 318 Aderhold Hall deal with the influence of family and family-school University of Georgia interactions on the development of literacy; the interac- Athens, GA 30602-7125 tion of sociocultural factors and motivation to read; the (706) 542-3674 impact of literature-based reading programs on reading achievement; the effects of reading strategies instruction John T. Guthrie, Co-Director on comprehension and critical thinking in literature, National Reading Research Center science, and history; the influence of innovative group 3216 J. M. Patterson Building participation structures on motivation and learning; the University of Maryland potential of computer technology to enhance literacy; College Park, MD 20742 and the development of methods and standards for (301) 405-8035 alternative literacy assessments. The NRRC is further committed to the participation of teachers as full partners in its research. A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction. To further this understanding, the NRRC conducts school-based research in which teachers explore their own philosophical and pedagogi- cal orientations and trace their professional growth. NRRC Editorial Review Board Peter AfIlerbach Suzanne Ckwell Rachel Grant Montgomery County Public Schools University of Maryland College Park University of Maryland College Park Rockville, Maryland Barbara Guzzetti Jane Agee Joan Coley Arizona State University University of Georgia Western Maryland College Frances Hancock JoBeth Allen Michelle Commeyras Concordia College of Saint Paul, University of Georgia University of Georgia Minnesota Janice F. Almasi Linda Cooper Kathleen Heubach University of Thealo-SUNY Shaker Heights City Schools University of Georgia Shaker Heights, Ohio Patty Anders Sally Hudson-Ross University of Arizona Karen Costello University of Georgia Connecticut Department of Education Harriette Arrington Hartford, Connecticut Cynthia Hynd University of Kentucky University of Georgia Jim Cunningham Gibsonville, North Carolina Gay Ivey Marlia Banning University of Georgia University of Utah Karin Dahl Jill Barton David Jardine Ohio State University University of Calgary Elizabethtown College Marcia Delany Eurydice Bauer Robert Jimenez Wilkes County Public Schools Washington, Georgia University of Georgia University of Oregon Janet Benton Lynne Diaz-Rico Michelle Kelly California State University-San Bowling Green, Kentucky University of Utah Bernardino Irene Blum James King Ann Duffy Pine Springs Elementary School University of South Florida Falls Church, Virginia University of Georgia Kate Kirby Ann Egan-Robertson David Bloome Gwinnett County Public Schools Amherst College Amherst College Lawrenceville, Georgia John Borkowski Jim Flood Linda Labbo Notre Dame University San Diego State University University of Georgia Fenice Boyd Dana Fox Michael Law University of Georgia University of Arizona University of Georgia Karen Bromley Linda Gambrell Donald T. Len Binghamton University University of Maryland College Park Syracuse University Martha Carr Mary Graham Susan Lytle University of Georgia McLean, Virginia University of Pennsylvania 6 Bettie St. Pierre Stephen Phelps Bert Mangino University of Georgia Buffalo State College Las Vegas, Nevada Steve Stahl Mike Pickle Susan Mazzoni University of Georgia Georgia Southern University Baltimore, Maryland Roger Stewart Amber T. Prince Ann Ducey McCann University of Wyoming Berry College University of Maryland College Park Anne P. Sweet Gaoyin Qian Sarah McCarthey Office of Educational Research Lehman College-CUNY University of Texc , at Austin and Improvement Tom Reeves Veda McClain Louise Tomlinson University of Georgia University of Georgia University of Georgia Lenore Ringler Lisa McFbills Bruce VanSledright New York University University of Georgia University of Maryland College Park Mary Roe Randy McGinnis Barbara Walker University of Delaware University of Maryland Eastern Montana University-Billings Nadeen T. Ruiz Milo McKenna Louise Waynant California State University- Georgia Southern University Prince George's County Schools Sacramento Upper Marlboro, Maryland Barbara Michalove Olivia Saracho Fowler Drive Elementary School Dera Weaver University of Maryland College Park Athens, Georgia Athens Academy Athens, Georgia Paula Schwanenflugel Elizabeth B. Moje University of Georgia University of Utah Jane West Agnes Scott College Robert Serpell Lesley Morrow University of Maryland Baltimore Rutgers University Renee Weisburg County Elkins Park, Pennsylvania Bruce Murray Betty Shockley University of Georgia Allen Wigfield Fowler Drive Elementary School University of Maryland College Park Atnens, Georgia Susan Neuman Temple University Shelley Wong Wayne H. Slater University of Maryland College Park University of Maryland College Park John O'Flahavan University of Maryland College Park Josephine Peyton Young Margaret Smith University of Georgia Marilyn Ohlhausen-McKinney Las Vegas, Nevada University of Nevada Hallic Yupp Susan Sonnenschein California State University University of Maryland Baltimore Penny Oldfather University of Georgia County Barbara M. Palmer Bernard Spodek Mount Saint Mary's College University of Illinois 7 -7774741.1,17 177.7" About the Author Louise M. Tomlinson is Assistant Professor in the Division of Academic Assistance at the University of Georgia and a principal investigator with the National Reading Research Center. She has taught reading and English composition in high school, developmental reading at the college level, and teacher education for undergraduate and graduate students preparing to teach beginning reading in the primary grades. Dr. Tomlinson's research has focused on literacy instruction and multicultural issues in education. She has published widely on related topics. She has served as National Faculty for the Kettering Foundation's National Issues Forums Public Policy Institutes. She also has been a convenor of the "Imperative Educational Teachers, and Network Conference: Parents, a mission of with Individuals," Concerned encouraging parent involvement, exchanging ideas on strengthening parent, educator and community networks, and generating strategies for improving achievement levels of youth. Dr. Tomlinson has been active in several national and international organizations including the review boards of the Journal of Adolescent and Adult Literacy and the Reading Research Quarterly. She has also authored NRRC Research Report No. 44 entitled "The Effects of Instructional Interaction Guided by a Typology of Ethnic Identity Development: Phase One." 8 Applying Banks' Typology relevance of story content to each of the stages in Banks' typology. Plot graphs of selected stories will of Ethnic Identity Development illustrate the progression of story development and Curriculum Goals according to Banks ' typology for each selection. The purpose of this instructional resource is to provide to Story Content, a framework for the selection of instructional mate- Classroom Discussion, rial and the facilitation of classroom discussion and and the Ecology of Classroom activity that is relevant to critical issues of ethnic identity development as they relate to multicultural and Community: Phase One competence and the development of multicultural literacy. The focus of this instructional resource is based on the assumption that culturally relevant literacy instruction which is guided by sound and Louise M. Tomlinson generalizable theory thauranscends celebratory and University of Georgia additive approaches can enhance ethnic identity orientation toward one's own ethnic group and toward others. It is also assumed that there is a synergy between levels of reading engagement, self- esteem, exposure to and interest in other ethnic National Reading Research Center Universities of Georgia and Maryland groups, positive attitudes or increased value sets Instructional Resource No. 24 regarding other ethnic groups, motivation for Spring 1996 increasing one's knowledge base regarding other ethnic groups, and, ultimately, achievement level (Tomlinson, 1995). This instructional resource is a guide to useful links between theory and practice in Abstract. This instructional resource describes multicultural literacy or the development of ways in which Banks' (1981) typology of the stages multicultural competence for classroom teach- of ethnic identity development and related curricu- ers and their students. As we approach the next lum goals can be applied to literacy instruction. millennium, the year 2000, we are faced with Banks' definitions of the stages of development and the curriculum goals for each stage are provided. the steadily increasing challenge of embracing Strategies for analyzing materials and developing This iz now a global challenge, but diversity. . relevant classroom discussion are suggested. we cannot address malticulturalism adequately Excerpts from transcripts of classroom discussion for all students by addressing it on a global about literature will provide examples of how the level if we do no: first address it as it pertains critical issues for each stage of development are to the lives of the students that we attempt to addressed. A culturally relevant classroom envi- engage in the teaching and learning process. ronment will be described. Another class that Across our nation, goals for educational embarks on an environmentally oriented community reform convey the need for the inclusion of field experience which fosters social action learning instruction that is multicultural in content. will also be highlighted. Finally, an annotated However, the ways in which this instruction bibliography will be provided which is based on the 1 2 Tomlinson little refuge from cultural heterogeneityif not can be delivered most effectively and most in our neighborhoods, then in our schools, meaningfully for our students is often unclearly workplaces, government, and other institutions charted or short of suggestions for implementa- of society. As has always been the case, litera- tion that will transcend what is merely a super- ture presents us with endless opportunities for ficial sampling of various cultures. Although multicultural movements in education have acquiring knowledge of various peoples in our been in force for some time now and there world and opportunities for gaining an under- standing self. As teachers, we have the advan- have been many positive and insightful contri- tage of being able to use literature to teach not butions to theory and research in multicultural education, there is still a need for us to only literacy of our language, but also many other critical types of literacy such as multi- strengthen the links between theory, research, cultural literacy. and practice. We have come to realize that it is not Classroom teaching which strives to be sufficient to teach masses of people to the level multicultural in focus can benefit from practice of literacy which used to be considered a basic which is grounded in the adaptation of a model requirementa fifth-grade level of reading that provides guidance and goals for getting beyond traditional approaches that merely proficiency. We should now also realize that it scratch the surface of the cultural character- is not enough to address multicultural literacy at merely the basic level of celebration for istics of our students. To inspire learning and heroes, holidays, and artifacts. We are all in social participation, we must get beyond tradi- tional attempts to indoctrinate students in the need of a deeper understanding of self through understanding our own people as well as the knowledge of other cultures while aspects and various people that we have and will interact issues of their own cultures remain inadequately explored. We must empower all students to with through various channels. Multicultural literacy, at best, engages in addressing issues understand social issues as they relate to their own cultural groups such that they will be of ethnic identity development. James Banks' (1981) presents a very capable of developing a greater interest in, appreciation for, or empathy toward other interesting and meaningful typology of stages of ethnic identity development and curricu- cultural groups. lum goals which can do much to clarify our Indeed, the schools are a place where much of this typt of teaching and learning can and purpose and direction in implementing multi- instruction with a literature-based should take place, since students spend a con- cultural approach. The link between the practice of siderable portion of their time in school and literature-based instruction that includes schools bear the task of preparing our youth to participate in society. The concept of multi- multicultural content and the adaptation of the theory of Banks' typology of stages and curric- cultural literacy or multicultural competency is extremely relevant to curriculum goals at all ulum goals for this practice can contribute to a schooling, since there is now very levels positive ethnic identity development and global NATIONAL READING RESEARCH CENTER, INSTRUCTIONAL RESOURCE N. 24 1 0
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