This essay entitled "Diversity and Curriculum Development" dwells on the diversity in educational institutions. As the author puts it, managing a diverse cultural based institution is a little bit hectic because the people or the people who are being led have different types beliefs. …
This case happens due to the different ethnic groups that the students come from. Since the students can easily communicate well with the friends, this results in the students who share a common language to form different groups in the school basing on these language groups. To bring this case into control, I will introduce a common language that every student is well conversant with. I make it mandatory that every student communicates using this language. For example, English is an international language and no any high school student who will understand the language. The other issue is to introduce a course that interpolates the different cultures and which teach students of the importance of being together in a mixed diverse cultures. The benefits of the diverse culture curriculum is that the students will be able to learn others cultures and beliefs. It will enhance unity among the different ethnic communities since they will get to understand each other while in school, and upon getting home, they will tell their colleagues. For example, a particular community may be having a negative perception against another, where these colleagues will tell them that what they think is not the case. Another benefit is that accrues a community practicing in diverse cultural practices, is the issue of efficiency and effectiveness in performing tax. This is because different people from different parts of the world have different talents. For example, people from Brazil are magnificent in football, those from Chicago, perfect in basketball. In the context involving the diversity of male and female students, of late this issue is overshadowed by time,...
In the context involving the diversity of male and female students, of late this issue is overshadowed by time, and bringing the cases of male-female students’ interaction will not be much hectic. However, there are still other communities which are still being held in the cocoon of male chauvinism. The main challenge will be to make these individuals to value the female students as same as they value the male ones. In order to deal with issue fully, I will argue my fellow committee members to pass the issue that any student caught discriminating his/her colleague just because of gender differences to be dealt with appropriately. This will be a lesson to him/her and to his/her friends with the same mentality. Another challenge is the issue of how the male and female students will have different resources. These resources will include the toilets, bathrooms and other activities like the queuing. Some of these issues will add on more expenses to the school. There are benefits, which accrue from the male, female interaction. These will include the enhanced cooperation among the two genders. With regard that the curriculum is based on cultural diversity, this may lead to students from different communities to mingle which will lead to intermarriages in the future date. It also makes the students learn with efficiency the differences between the genders since they can do it practically. For example, the differences between the physical characteristics of male and female can be demonstrated practically. ...
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(Diversity and Curriculum Development Essay Example | Topics and Well Written Essays - 1250 Words)
“Diversity and Curriculum Development Essay Example | Topics and Well Written Essays - 1250 Words”, n.d. https://studentshare.net/education/93847-diversity-and-curriculum-development.
People normally consider that equality is an objective of a political programme. On the other hand, it is a general component of every society and there are things for which all people are equal, In democratic societies, equality concerns the equal to the right to access legal as well as other rights.
A good curriculum must be developed for this kind of education to be realized. A good curriculum must ensure to show an understanding and acknowledgement of the current changing nature of knowledge acquisition1. It must contain the challenges and demands of the students to ensure to shape their future professions.
It is hoped that with the formation of the Curriculum Development Assignment, that appropriate lessons are designed which have elements of dramatic roles assigned to students in which they can actually act out part of the lesson—thus giving students not only ownership over their own learning, but to also provide them with an authentic learning experience.
By concentrating on the main needs of a course or program, it is easy to identify some elements of the curriculum that might hinder some learners from achieving their goals. The role is to redesign the course to decrease such potential barriers. This focuses on all students who may take the course or program in future (Jones & Mahony, 1989).
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
It is therefore hardly surprising that issues such as the condition of service of teachers, teacher supply and demand, attrition and retention, etc. have in the past few years become areas of concern and intervention by the state in UK and many European countries.
Bobbitt’s (1918) The Curriculum has usually presented a particular conception of the curriculum. Many of these conceptions have contained similar elements, if not phraseology, and some efforts at their classification have been
students in which they can actually act out part of the lesson—thus giving students not only ownership over their own learning, but to also provide them with an authentic learning experience. In this context, one would define an authentic learning experience as one which
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by
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