ERIC Number: ED395308
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
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.
Tomlinson, Louise M.
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)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers: Banks Typology; Identity (Psychological)