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For example, in explaining westward expansion, it is imperative that textbooks include the perspectives of Native Americans. Rather, they must also include viewpoints of different cultural groups.
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Banks has emphasized that textbooks must not merely describe concepts from the perspective of the dominant culture.
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Stated simply, Banks has provided teachers with detailed answers as to what to teach, how to teach, and how to assess students from different ethnic groups such as Native American, African American, European American, Hispanic American, Asian American, and Arab American, and other cultural categories such as gender. This being the case, in more than four decades of research, Banks has created a fund of knowledge-dimensions, approaches, paradigms, principles of curriculum, teaching, and assessment-for curriculum developers and educators, all aimed at helping students from diverse ethnic, language, and other cultural groups to develop knowledge, attitudes, and skills to become effective citizens in a multicultural nation and a diverse world. The demographics of the United States and its schools have been rapidly changing. Through his teaching, research, and writings, Banks has continually tried to explain issues in black studies, ethnic studies, multiethnic studies, multicultural education, and citizenship education. These became crucial social justice research questions. Stark University Professor in 2000 and then Kerry and Linda Killinger Professor of Diversity Studies in 2006.ĭuring his childhood, Banks felt that the images of happy slaves in his social studies textbooks were a contradiction to the stark reality of racial segregation that he and his community experienced, and he began asking who created the images of happy slaves, and who develops curriculum. In 1992, Banks founded the Center for Multicultural Education at the university and became its director.
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He served as assistant professor and associate professor until 19, respectively, becoming a full professor in 1973. They had two daughters, Angela Banks and Patricia Banks, who both became college professors.īanks joined the faculty of the UW College of Education in 1969. McGee, a college professor and author, on Februthe two have written several books and articles together. Parker School in Chicago between 19.īanks married Cherry A. Banks taught at Forrest Park School in Joliet, Illinois, and at the Francis W. The following year, he received his bachelor’s degree in elementary education and social science with honors from Chicago Teachers College (now Chicago State University), and between 19, he received his master’s and PhD degrees in these fields from Michigan State University. He graduated in 1960 from the Robert Russa Moton High School in Marianna, located about ten miles from his home.īanks obtained his associate of arts degree with high scholastic honors from Chicago City Junior College in 1963.
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During his second year of schooling, rural schools consolidated, and he was bused to the Newsome Training School in Aubrey (Lee County), where he attended elementary and junior high school between 19. His formal education began at the McCullough Union School, which he walked five miles to attend. James Banks was born on September 24, 1941, near Marianna (Lee County) to Matthew Banks and Lula Holt Banks, both farmers. Banks became the first black professor in the College of Education at the University of Washington (UW) in Seattle and was also founding director of UW’s Center for Multicultural Education, which was renamed the Banks Center for Educational Justice when Banks retired from UW in 2019. Growing up as an African-American youth in the Arkansas Delta during the Jim Crow years, Banks developed a commitment to social justice. James Albert Banks is an educator who has been called the “father of multicultural education,” a discipline that seeks to develop awareness and skills in teachers and students for living in a culturally diverse United States and world.