AND DIVERSITY DEMOCRACY - UW College Of Education
DEMOCRACYAND DIVERSITYPRINCIPLES AND CONCEPTS FOR EDUCATING CITIZENS IN A GLOBAL AGEJAMES A. BANKSCHERRY A. McGEE BANKSCARLOS E. CORTÉSCAROLE L. HAHNMERRY M. MERRYFIELDKOGILA A. MOODLEYSTEPHEN MURPHY-SHIGEMATSUAUDREY OSLERCARYN PARKWALTER C. PARKERCenter for Multicultural Education, College of Education UNIVERSITY OF WASHINGTON, SEATTLE
The ability to reach unity in diversity will bethe beauty and the test of our civilization.GANDHI
DEMOCRACYAND DIVERSITYPRINCIPLES AND CONCEPTS FOR EDUCATING CITIZENS IN A GLOBAL AGEJAMES A. BANKSCHERRY A. McGEE BANKSCARLOS E. CORTÉSCAROLE L. HAHNMERRY M. MERRYFIELDKOGILA A. MOODLEYSTEPHEN MURPHY-SHIGEMATSUAUDREY OSLERCARYN PARKWALTER C. PARKER1Center for Multicultural Education, College of Education UNIVERSITY OF WASHINGTON,SEATTLE
INTERNATIONAL REVIEW PANELAngela M. Banks, Iran–United States Claims Tribunal, The Hague, The NetherlandsSveta Dave Chakravarty, Centre for Education Management and Development, New Delhi, IndiaCarlos F. Diaz, Florida Atlantic University, USAPetronilha Beatriz Gonçalves e Silva, Universidade Federal de São Carlos, BrazilYasumasa Hirasawa, Osaka University, JapanReva Joshee, Ontario Institute for Studies in Education, University of Toronto, CanadaSeiji Kawasaki, Tokyo Gakugei University, JapanChristine Kim-Eng Lee, National Institute of Education, Nanyang Technological University, SingaporeSigrid Luchtenberg, Essen University, GermanyMargarita Luna Delgado, Universidad IberoAmericana, MexicoDarren E. Lund, University of Calgary, CanadaSonia Nieto, University of Massachusetts, USAMokubung Nkomo, University of Pretoria, South AfricaGary Partington, Edith Cowan University, AustraliaAndrew F. Smith, The American Forum on Global Education, USASally Tomlinson, University of Oxford, United KingdomDavid B. Willis, Soai University, Japan2
CONTENTSAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Diversity, Unity, Global Interconnectedness, and Human Rights . . . . . . . . . .11Experience and Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Globalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Sustainable Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Empire, Imperialism, and Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Prejudice, Discrimination, and Racism . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Identity/Diversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Multiple Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Patriotism and Cosmopolitanism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32The Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
ACKNOWLEDGMENTSA community of dedicated scholars and financial support are essential for the successfulimplementation of a project of this scope and duration. We extend warm thanks to twocolleagues at the University of Washington who—as members of the Diversity, Citizenship,and Global Education Consensus Panel—enriched the dialogues in our meetings and thisreport: Mark Purcell, Assistant Professor of Urban Design and Planning, and Farhat J.Ziadeh, Professor Emeritus of Near Eastern Languages and Civilization.We are grateful to the Spencer Foundation for providing initial funding for this projectand to the University of Washington for providing funding through the Brotman DiversityAward—given to the Center for Multicultural Education in 2003—and the Russell F. StarkUniversity Professorship.We extend warm thanks to the members of the International Review Panel, a group ofinfluential and committed scholars and practitioners who took time from busy schedulesto give us feedback on an early draft of this publication that enabled us to strengthen it.The Authors44
EXECUTIVE SUMMARYThe Center for Multicultural Education at the University of Washington convened—with supportfrom the Spencer Foundation—a Diversity, Citizenship, and Global Education Consensus Panel.The Panel’s goal was to develop a set of principles, concepts, and guidelines that school practitionerscan use to build or renew citizenship education programs that balance diversity and unity andprepare students to become effective citizens in a global context. An important resource for the Panel’swork was the book that resulted from an earlier conference sponsored by the Center, Diversity andCitizenship Education: Global Perspectives (Banks, 2004a).The Consensus Panel developed four principles and identified ten concepts, which are detailed in thispublication. The Panel also developed a checklist that is designed for use by educators who want toconsider the extent to which the principles and concepts identified by the Panel are reflected in theirclassrooms and schools.PRINCIPLESSection I Diversity, Unity, Global Interconnectedness, and Human Rights1. Students should learn about the complex relationships between unity and diversity in their localcommunities, the nation, and the world.2. Students should learn about the ways in which people in their community, nation, and region areincreasingly interdependent with other people around the world and are connected to the economic,political, cultural, environmental, and technological changes taking place across the planet.3. The teaching of human rights should underpin citizenship education courses and programs inmulticultural nation-states.Section II Experience and Participation4. Students should be taught knowledge about democracy and democratic institutions and providedopportunities to practice democracy.CONCEPTS1. Democracy2. Diversity3. Globalization4. Sustainable Development5. Empire, Imperialism, Power6. Prejudice, Discrimination, Racism7. Migration8. Identity/Diversity9. Multiple Perspectives10. Patriotism and Cosmopolitanism5
INTRODUCTIONGlobalization and nationalism are co-existing and sometimes conflicting trendsin the world today. Neither is new. Today, world migration and the politicaland economic aspects of globalization are challenging the nation-state, yetnationalism remains strong. The number of nations in the world is increasingrather than decreasing: The number of United Nations member states increasedfrom 51 in 1945 to 191 in 2002 (www.un.org).6
Within nation-states throughout the world, there isincreasing diversity as well as increasing recognition ofdiversity. After World War II large numbers of peopleemigrated from former colonies in Asia, Africa, and theWest Indies to the United Kingdom to improve theireconomic status. Since the late 1960s, Canada, Germany,and France experienced an increase in racial, cultural, language, religious, and ethnic diversity when thousands ofpeople who were seeking better economic opportunitiesimmigrated to these nations (Castles & Davidson, 2000;Luchtenberg, 2004; Statistics Canada, 2000). Australia andIsrael have also experienced increased diversity. Countriesthat traditionally have been thought to be homogeneous,such as China and Japan, today acknowledge their diversity (Banks, 2004a; Torney-Purta, Schwille, & Amadeo,1999). Although the population of the United States hasbeen diverse since the founding period, its ethnic composition has changed dramatically since 1965, when theImmigration Reform Act was enacted. In the late 19th andearly 20th centuries most immigrants to the United Statescame from Europe; today, most come from Asia and LatinAmerica. The U.S. is now experiencing its largest influxof immigrants since the late 19th and early 20th centuries(U.S. Census Bureau, 2000).The Universal Declaration of Human Rights adoptedby the General Assembly of the United Nations in1948 requires that all UN member nations teach theDeclaration to their children. All must “publicize the textof the Declaration and cause it to be disseminated, displayed, read, and expounded principally in schools andother educational institutions.” The Declaration statesthat “recognition of the inherent dignity and of the equaland inalienable rights of all members of the human family is the foundation of freedom, justice, and peace in theworld” (UNESCO, 2002).If respect for the rights of others lies at the heart of theDeclaration, the principle of reciprocity undergirds it:Individuals can secure their rights only if others are prepared to defend them. “We are caught in an inescapablenetwork of mutuality, tied in a single garment of destiny,”wrote Martin Luther King, Jr., from his Birmingham,Alabama, jail cell. “Whatever affects one directly, affects allindirectly” (1963, p. 77). This is reciprocity. The individual’s freedom from discrimination is also the employer’sobligation to prevent such treatment. One neighbor’s freedom to worship differently (or not at all) is simultaneouslythe other neighbor’s obligation to protect that freedom.Teaching human rights means teaching social responsibilities as well (Osler & Starkey, 2000; Parker, 2003).Increased diversity and increased recognition of diversityrequire a vigorous reexamination of the ends and meansof citizenship education. Multicultural societies are facedwith the challenge of creating nation-states that recognize and incorporate the diversity of their citizens andembrace an overarching set of shared values, ideals, andgoals to which all citizens are committed. Only when anation-state is unified around a set of democratic valuessuch as human rights, justice, and equality can it securethe liberties of cultural, ethnic, language, and religiousgroups and enable them to experience freedom, justice,and peace. Citizens who understand this unity-diversitytension and act accordingly do not materialize from thinair; they are educated for it.Balancing unity and diversity is an on-going challengefor multicultural nation-states. Citizenship education canhelp to accomplish this goal. Conceptions of citizenshipeducation in many nation-states, however, have fallenshort. Unity may be achieved at the expense of diversity.Unity without diversity results in hegemony and oppression, and diversity without unity leads to Balkanizationand the fracturing of the commonwealth that alone cansecure human rights, equality, and justice (Banks, 2004b).7
The Consensus PanelAn assimilationist conception of citizenship educationexisted in most Western democratic nation-states priorto the rise of ethnic revitalization movements in the1960s and 1970s (Banks, 2004a; Banks & Lynch, 1986).A major goal of citizenship education in these societieswas to create nation-states in which all groups sharedone dominant mainstream culture. It was assumed thatminority ethnic groups and immigrants would forsaketheir original cultures in order to become effective citizens of their nation-states. Furthermore, citizenship hasbeen linked to biological heritage in some nation-states,such as Germany and Japan (Lie, 2001; Luchtenberg,2004). Even though these are multicultural nation-states,they have been slow to view themselves as such (Douglass& Roberts, 2000; Murphy-Shigematsu, 2004). It has beendifficult for immigrants in these nations and, in somecases, their descendants to be perceived as full citizensby other residents. The ethnic revitalization movementsthat emerged in many nation-states in the 1960s and1970s—including the Civil Rights Movement in theU.S.—strongly challenged assimilationist and biologicalconceptions of citizenship. As a result, the freedom andthe right to differ is now a well-established ideal, if not yetfully a reality, of social and political life in many democratic nation-states.The Center for Multicultural Education at the Universityof Washington, Seattle, established a Diversity,Citizenship, and Global Education Consensus Panel.The Panel’s goal was to develop a set of design principlesand concepts that school practitioners could consult todevelop or renew citizenship education programs thatreflect both diversity and unity and that prepare studentsto become effective citizens in a global context. The Panelused as a basis for its deliberations the findings of aninternational conference held in Bellagio, Italy, in 2002(Banks 2004a), commissioned papers prepared by twoPanel members (Hahn, 2003; Osler, 2003), and conceptpapers written by Panel members.Citizens in democratic multicultural nation-statesendorse the overarching ideals of the nation-state, suchas human rights, justice, and equality, and are committed to the maintenance and perpetuation of these ideals. Democratic citizens are also willing and able to takeaction to close the gap between these ideals and the practices that violate them, such as social, racial, cultural, andeconomic inequality. Consequently, an important goalof citizenship education in a democratic multiculturalsociety is to help students acquire the knowledge, attitudes, and skills needed to make reflective decisions andto take action in order to make their nation-state moredemocratic and just (Banks, 1997). Because becoming aknowledgeable and engaged citizen is a process, educationshould facilitate the development of students’ civic consciousness and agency (Gonçalves e Silva, 2004; Gutmann,2004; Parker, 2003).8
In this publication, the members of the Consensus Panelset forth four principles and ten concepts derived fromtheory, research, and wisdom of practice that constituteessential elements of effective citizenship education programs in democratic multicultural nation-states. Thecomponents of a citizenship education proposed in thispublication, we believe, are necessary but not sufficientfor a comprehensive citizenship education program forschools. Varying local, regional, and national issues mustsupplement the principles and concepts that we set forth. Weview our work as a springboard for discussion by and withother educators.The intended audience for this publication is educators inthe United States and—to the extent it may be helpful—educators throughout the world who live in democraticnation-states or in nation-states aspiring to become democratic. The values that underlie this publication and thatguided the Consensus Panel during its deliberations aregrounded in democratic beliefs and the desire to promotedemocratic and multicultural knowledge and practice inschools and nation-states throughout the world.9
PRINCIPLESWe are all born into the human family and share humanity’s basic wants andneeds. Yet the process of history has also created a world of diversity as well ascommonalities. Such diversity occurs at the level of individuals, groups within anation-state, nation-states, and cultural regions.10
Section I: Diversity, Unity, Global Interconnectedness,and Human Rightsits unique approach to both citizenship education and theexamination of unity and diversity, citizenship educationin all democratic societies should help students examineissues and questions related to major social categoriessuch as race, class, ethnicity, religion, gender, language,disability, and sexual orientation. Students should examine: (1) how their nation-state and others have dealt withinequality among social categories, (2) how their nationstate and others have dealt with the limits of both unityand diversity, (3) how their nation-state and others havedefined citizenship and established criteria for obtainingit, and (4) how members of different nation-states havedealt with the multiple identities of individuals.1. Students should learn about the complex relationshipsbetween unity and diversity in their local communities,the nation, and the world.Diversity presents a challenge for citizenship educationworldwide. To effectively prepare students to becomereflective, constructive, and contributing local, national,and global citizens, schools must thoughtfully addressdiversity. But in doing so, schools must also deal with thecompanion concept, unity. Schools in democratic nationsshould help students better understand and deal constructively with these linked concepts. Unity refers to thecommon bonds that are essential to the functioning of thenation-state. Diversity refers to the internal differenceswithin all nation-states that reflect variations in factorssuch as race, class, ethnicity, religion, language, gender,disability, and sexual orientation.Citizenship education in democratic nation-states shouldhelp students recognize and have opportunities to engageideas that have multiple—sometimes contested—andoften-transitory meanings. In particular, students shouldengage concepts commonly used in discussions of unityand diversity, such as tolerance, justice, equality, respect,democracy, inclusion, human rights, race, patriotism, cosmopolitanism, democracy, and security.The unity-diversity balancing act is universal butdynamic, and its manifestations are different in eachnation-state and cultural region. The dramatic processesof globalization have certainly affected it in recent years(Sassen, 1998). The global flows of ideas, workers, executives, students, products, and services and the influenceof powerful governments are spawning issues related tounity and diversity both globally and within nation-states(Castles & Miller, 2003). Moreover, continuous advancesin transportation and communication mean that thisprocess is likely to accelerate in the future.2. Students should learn about the ways in which peoplein their community, nation, and region are increasinglyinterdependent with other people around the worldand are connected to the economic, political, cultural,environmental, and technological changes taking placeacross the planet.In order to be informed citizens in a multicultural democracy, students need to understand how they, their community, nation, and region both influence and are beinginfluenced by people, non-governmental organizations,businesses, regional alliances, global organizations, andevents around the world. Today’s global interconnectednessCitizenship education should help students examineunity and diversity both internally (within individualdemocratic nation-states) and comparatively (across democratic nation-states). While each nation-state must adopt11
across time and space. Understanding global interconnectedness not only helps students grasp the complexityof the world, it illuminates how they can help to shape it(Pike & Selby, 1995).necessitates an understanding of events and issues that cannot be controlled or resolved by a single nation.Students need to examine how events in one part of theworld can have a chain reaction around the planet. Thebreakup of the Soviet Union and the resulting destabilization of power in Central and Eastern Europe and CentralAsia influenced Jewish migration and the political statusquo
4. Students should be taught knowledge about democracy and democratic institutions and provided opportunities to practice democracy. CONCEPTS 1. Democracy 2. Diversity 3. Globalization 4. Sustainable Development 5. Empire, Imperialism, Power 6. Prejudice, Discrimination, Racism 7. Mig
tion diversity. Alpha diversity Dα measures the average per-particle diversity in the population, beta diversity Dβ mea-sures the inter-particle diversity, and gamma diversity Dγ measures the bulk population diversity. The bulk population diversity (Dγ) is the product of diversity on the per-particle
AFMC Diversity, Equity, Inclusion and Accessibility (DEIA) Training 2 2 Diversity in BusinessDiversity in Business 3 Minutes 3 The Importance of Diversity The Importance of Diversity3 Minutes 4 The Power of Diversity 4 Minutes The Power of Diversity 5 The Threat of Diversity 2 Minutes The Threat of Diversity 6 Diverse Teams Deliver Results 1 Minute Diverse Teams Deliver Results
diversity of the other strata. Beta (β) Diversity: β diversity is the inter community diversity expressing the rate of species turnover per unit change in habitat. Gamma (γ) Diversity : Gamma diversity is the overall diversity at landscape level includes both α and β diversities. The relationship is as follows: γ
in European democracy’.1 And so today reflection on democracy is called for more than ever. The future of our united Europe looks uncertain. The nature of its democracy has become contested. So this series of interventions is the beginning of a new dialogue on the state, and future, of European democracy. Its publication is part
The third challenge of deepening of democracy is faced by every democracy in one form or another. This involves strengthening of the institutions and practices of democracy. This should happen in such a way that people can realise their expectations of democracy. But ordinary people have different expectation
local diversity (alpha diversity) and the complement of species composition among sites within the region (beta diversity), and how these diversities contribute to regional diversity (gamma diversity) [35, 37]. The influence of alpha and beta diversities on gamma diversity is an essential aspect of local and landscape level conservation plans [38].
alpha, beta, and gamma diversity. Alpha (α) diversity is local diversity, the diversity of a forest stand, a grassland, or a stream. At the other extreme is gamma (γ) diversity, the total regional diversity of a large area that contains several communities, such as the eastern deciduous forests
The Adventures of Tom Sawyer ADVANCED PLACEMENT TEACHING UNIT OBJECTIVES The Adventures of Tom Sawyer Objectives By the end of this Unit, the student will be able to: 1. identify the conventions of satire. 2. examine theories of humor. 3. analyze the narrative arc including character development, setting, plot, conflict, exposition, narrative persona, and point of view. 4. identify and analyze .
