Running head: MULTICULTURALISM ISSUES IN CURRICULUM Multiculturalism Issues in Curriculum (name) (school) (date) Multiculturalism Issues in Curriculum Introduction With the global communion of various races and ethnic groupings in our educational system, multiculturalism is one of the situations which students and school administrators have to adjust to…
It shall also make recommendations and/or predictions for the future of this issue. Finally, it shall establish support for recommendations and/or predictions with this research. Body The multicultural curriculum has its roots in the history of multicultural education which follows the history of the US civil rights movement (Fillion, n.d). The desegregation practices during the 1950s were established in order to provide equal education for all individuals, regardless of race or any other demographic considerations. The 1960s and 1970s, desegregation practices expanded to include application in seeking equity of all students in terms of their human rights (Banks, 2000). With the focus on human rights, multicultural concerns in education were considered, recognizing the importance of establishing awareness in a culturally diverse community. The changes in the teaching curriculum came under the collective heading of multiculturalism. These changes were also apparent in Britain and in Australia just as they were unfolding in the US (Lynch, 1983). The educational authorities recognized the fact that the curriculum must come from the social and the ethical concepts being seen in the multicultural setting. Various references to the inherent value of all human beings were also highlighted, and this attached value was also seen in the human rights movement in the 1960s and 1970s (Lynch, 1983). In these states, the focus was on acknowledging the need for the multicultural curriculum and for teachers to support and promote such a program. Research was then carried out and workshops with teachers implemented. Such actions were able to establish that even as many resources were needed in order to “bring teachers to the level to the level of multicultural teaching acceptable to the proponents of multicultural curriculum, an emphasis must be placed on institutions of higher learning to require the incorporation of inclusionary multicultural methods and practice in the teacher certification process” (Fillion, n.d, p. 1). In effect, without any inclusionary methods in the institutions of higher learning, the multicultural curriculum could not find its place in the educational system. One of the issues in the multicultural curriculum revolves around the fact that the US is composed of different racial groups, but the educational system, including the curricula, the books, the resources, and other teaching materials are founded on White Anglo-Saxon Protestants, otherwise known as the mainstream Americans (Tiedt and Tiedt, 2000). This type of curriculum largely does not consider the experiences, the history, and the culture of other racial and ethnic groupings in the US (Banks, 1988). This type of curriculum has a negative impact on minorities as well as those belonging to the mainstream culture. This is because racism and ethnocentrism are protected and nourished under this mainstream-supported culture. A mainstream-focused curriculum has a negative impact on the mainstream students because it further supports their sense of superiority, misleading their understanding of their relationship with other members of society, especially the ethnic minorities (Banks, 1988). The lack of a multicultural curriculum also prevents the process of understanding concepts and information from the point of view of other cultures and races. Another issue with the ...
Cite this document
(“Multiculturalism Issues in Curriculum Assignment”, n.d.)
Retrieved from https://studentshare.net/education/46043-multiculturalism-issues-in-curriculum
(Multiculturalism Issues in Curriculum Assignment)
“Multiculturalism Issues in Curriculum Assignment”, n.d. https://studentshare.net/education/46043-multiculturalism-issues-in-curriculum.
In both situations, there are no clear concepts guiding the instruction and no plan for promoting the learning. A prosperous mapping plan will assist to ensure quantifiable improvement in learner performance in targeted field and a method for continuing curriculum and evaluation review for districts and schools (Jacobs 2010).
He primarily believes that the curriculum is not meant as finished abstractions but an important matter which addresses concerns of a child. Therefore, it is justifiable to stress out the child's' view of the world and mull it over while formulating the curriculum.
Though, only a few variables are usually careful when management development programs are assess.
Though little information concerning evaluation of police management development training continue living, there is substantial information about the evaluation of education programs in general.
Modern era have witness how cultural diversity multiply, in the manner of the immigration due to work, relocation of refugees and sanctuary-seekers, transfers of people from the countryside to cities, and claim of aboriginal group for terrain and cultural sovereignty.
Educational institutes are supposed to be diverse in their student populace and this diversity is not only limited to race and religion but diversity here also refers to the diversity in intelligence levels and diversity in backgrounds. The admission policy should also be kept in mind when designing a curriculum because the admission policy reflects or is a sort of predictor of the intelligence levels and the backgrounds of the students that would be making their way into the institute and hence the curriculum should be targeted towards this predicted lot and not for ivy league students, because that would be a very irrational thing to do.
It has become equally important to understand such terms as diversity and multiculturalism as there is a need to integrate these into the mainstream of our lives, be it in business or in schools or in the
, it is important to note that in the contemporary world, countries are adopting democratic curricula geared towards intellectual freedom, creativity in imagination as well as social responsibility. The desire to undertake this transformation was driven by World War II and use
Therefore, for the teacher to achieve the aimed objectives, he must choose careful the learning experiences that would enable the learners to understand the concepts easily hence, effective learning. From