In a study by Michael Weiner and Frances Wrightchildren who themselves experienced discrimination in a simulation developed less prejudiced beliefs and attitudes toward others. The Shame of the Nation: But the project approach is particularly well-suited to the education of minority students in a community setting, because it engenders widespread interaction between school and community participants, and thus, provides built-in mechanisms for community influence on the direction and form of learning.
Thirty-five percent of students enrolled in U. Use art as a starting point in discussions of cultural and racial issues.
The philosophy of pluralism is not restricted to the "purist" educational environment but is being extended to encompass teacher in-service training and community-based involvement and input.
How do we prepare. These elements of the environment close the gap between learning and doing, find intrinsic motivation in the learning situation, imbed objectives in work and activity, and associate learners and teachers in meaningful lines of action" p.
Both of the approaches to a process-oriented curriculum described above go a long way in reorganizing the curriculum content to shift its emphasis into a process framework which is more readily accommodating to the learning needs of minority students.
If this is to result, the emphasis in teaching must be upon the actual living through a valuable experience, rather than the mere reading about it. This important interpersonal skill requires an understanding of the interrelationship between language and cultural meaning.
Multicultural education curriculum examined in colleges[ edit ] Multicultural education plays a huge role in the way students perceive themselves and others, but there is still more work to be done.
Through such experiences, the students are expected to learn the knowledge and skills necessary to eventually move out and become contributing members of their own community. For example, preservice teachers can: Recruiting and selecting teachers for urban schools.
Cultural thought patterns in intercultural education.
Cultural diversity poses a pedagogical and social challenge to educators. The subject-oriented approach appears to be least accommodating to the immediate needs of minority students, but it has the force of tradition behind it and serves functions compatible with the needs of the society at large, and, therefore, cannot be disregarded.
The Safe School Coalition warns against using a curricular material "if it omits the history, contributions and lives of a group, if ti demeans a group by using patronizing or clinically distancing language, or if it portrays a group in stereotyped roles with less than a full range of interests, traits and capabilities.
It is necessary, therefore, that we give careful consideration to the implications of community-based education for the social organization of learning and determine its appropriateness for the process-oriented, project-centered approach to minority education we outlined earlier.
It frames learning, thinking, and behavior within a cultural context and invites preservice teachers to become aware of their own cultural perspective. To do so with minority students for whom such "equivalence structures' may not be available requires more resources than are available to the teacher or the school.
Sociologists like R. S. Erickson have noted that "the informal and decidedly antidemocratic set of teaching practices and power relationships by which the school operates" produces a "disjuncture between the democratic creed and what actually goes on in school" so students often learn that it's important to take orders and to not make waves.
Robert M. Hutchins views curriculum as "permanent studies" where the rules of grammar, reading rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education.
The curriculum should include all matters involving sexual education ranging from how babies are conceived and the process this entails internally.
Additionally, education should %(6). Over 16 percent of all school children are African American (American Association of Colleges for Teacher Education, ), and 9 percent are Hispanic (NEA, ; OERI, ). As shown in Table I, minorities constitute between 24% and 96% of the total school enrollment in eighteen states and the District of Columbia (OERI, ).
Three important characteristics of good curriculum development processes are that they are: 15 1 Led by curriculum professionals Curriculum development is a specialist field within the education sector, and curriculum development processes should be led and managed by. In terms of Levinson's () ideas, conservative multiculturalism, liberal multiculturalism, and pluralist multiculturalism view multicultural education as an additive to existing curriculum, while left-essentialist multiculturalism and critical multiculturalism see to restructure education, and thus, society.A comparison on the pluralist views on what the curriculum in the school should include in multicult