Developing a Multicultural Curriculum

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Developing a Multicultural Curriculum

• By Tiffany Rogers
• November 2, 2006
• EDCI 5300/6300

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INTRODUCTION/ GOALS

• Class environments reflects a multicultural and
  not monoculture environment
• Curriculum that will not discriminate towards
  certain ethnic groups
• Curriculum that will give every child adequately
  and fair opportunities to gain as much knowledge
  as possible.
• Challenges and rejects any form of sexism,
  racism, and discrimination
• ( Nieto 2004)

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How can Multicultural Education be part of the
Curriculum?(OVERVIEW)

• Developing a curriculum that is sensitive to the
  needs and interests of ethnic and cultural groups
  in every individual.
• Developing a classroom that environment reflects
  a multicultural environment and not a
  monocultural environment

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Problems that May be encountered in trying to
implement this into school systems

• Some teachers may not be in favor of receiving
  the training needed to incorporate this into the
  curriculum.
• The board of education may also use the excuse of
  funding not being available.

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How to Address the Problems

• Getting political, parent, and community
  involvement that are in favor of a multicultural
  curriculum.
• Mandate that all teachers incorporate a
  multicultural perspective in their curriculum by
  assigning them to mandatory training
• Using textbooks that has a multicultural
  foundation.

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Political Platform

• Invite the mayor to speak in favor of funding for
  the curriculum, because of the financial
  investment in the childs and community future.
• Hold a Forum
• Invite the political affiliates of the community

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Parental Involvement

• Parents Teachers Organization
• Parents will be liaison to the teacher and
  community

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Community Involvement

• May Festival- Cinco De Mayo
• Native American Day
• Meet Greets
• Plays

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District Involvement

• Town home meetings every week

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Curriculum

• Study the effectiveness of technology while
  monitoring the academic growth of Ell learners
• Computers provided in each room with voice
  response programs
• It has been showed that language is heard not
  read
• Train the teachers in technology that address
  the need of Ell
• Mandate a multicultural session for all teachers
• Develop a method for getting Ell teachers to want
  computers
• Seminars on starting your on business

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Research

• The multicultural curriculum is needed as well as
  Ell teachers to promote tolerance. This is the
  capacity to deal with things unpleasant or
  differences. Acceptance (accept diversity)
  because students are trying to be mainstreamed
  into the primary language of community and there
  is a need to have a transition bilingual program
  that doesnt down play their native language.
  Respect which is to admire and held to high
  esteem offering curriculum that is not
  discriminative, and affirmation which includes
  using it in a comprehensive matter, solidity, and
  critique. Culture is not fixed or unchangeable.
  Multicultural education is based on social
  justice and it enriches the students and
  teachers in community. (Nieto 2004)

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CONCLUSION

• There will be a pre-assessment of Ell students
  before this new curriculum is implemented. Then
  there will be a follow-up assessment three months
  later by method of observations, test
  comparisons, and surveys.

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Reference

• Nieto, Sonia. (2004). Affirming Diversity The
  Sociopolitical Context of Multicultural
  Education. Boston Pearson Education.
• www.edchange.org/multicultural
• www.newhorizons.org/strategies/multicultural/front
  _multicultural.htm
• www.eee.edchange.org/multicultural/index.html
• www.interculturalrelations.com/v1i2Spring1998/sp98
  klyukanov.htm