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An Approach to Multicultural Curriculum

HD 412 WORKING WITH CHILDREN AND FAMILIES IN A DIVERSE WORLD

An Approach to Multicultural Curriculum

Pacific Oaks College

Vera Enekwechi

Carla Franklin

December 6, 2016
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An Approach to Multicultural Curriculum

Abstract

As multicultural curriculum is widely used, little is known about how teachers visualize the

curriculum. The purpose of this research paper is to create an approach to multicultural

curriculum that will enable the classroom teacher to promote diversity, equity and social

justice. This approach to multicultural curriculum will be created in a way to bring about true

inclusivity for a diverse group of children.

The goal of multicultural curriculum is to help the students understand and appreciate

cultural differences and similarities and to recognize the accomplishments of diverse ethnic,

racial and socioeconomic groups. It is a practice that hopes to change the ways in which

children are being instructed by giving equal attention to the contributions of all the groups in

the society. This multicultural curriculum is for early childhood education program and the

research paper will focus on the following factors: Identity, Bias, social justice and parent

communication.
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An Approach to Multicultural Curriculum

Introduction:

Educators need to plan young childrens curriculum based on their capacities and what is

considered important by the community. The curriculum should be designed to promote

learning and the teachers must also consider cultural values and belief system, forms of cultural

organizations, levels of technology, and cultural symbol system of the school community so that

the programs serve social purposes as well as transmit knowledge. Saracho & SPodek (1986)

state, Since the language children speak will affect their thought patterns and patterns of

expression language instruction is not enough; the curriculum should reflect the cultures of the

children as well (p. 133). The United States consists of people from different ethnic, racial,

religious, language and cultural groups and as such, the curriculum for instruction should reflect

diversity.

The United States institution mainstream curriculum is organized to reflect the experiences

of the mainstream Americans (Banks, 2004b). A curriculum that is based on the mainstream

Americans ignoring the experiences of culture and history of the minority groups has a negative

impact on both the mainstream students and the students of color. This is because the

mainstream curriculum encourages false sense of superiority, gives mainstream students a

misleading idea of their interaction with other minority groups and denies the opportunity to

benefit from the knowledge that can be learned from studying and experiencing other cultures

and group of people. As a result of the civil rights movements of the 1960s and 1970s,

mainstream curriculum has been challenge and fractured. This increase in ethnic diversity has

caused many educators to recognize the need to expand their knowledge of multicultural
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An Approach to Multicultural Curriculum

education in public schools (Nieto, 2004). Multicultural curriculum is an idea, reform

movement, a process and its goal is change.

Curriculum transformation is a process that never ends because of the changes that are

continuing within the United States and throughout the world (Banks, 2004a). Johnson (2006)

states, When the Europeans began to exploit people of color for territorial conquest and

economic gain, however, they developed the idea of race as a way to justify their behavior on

the grounds of supposed racial superiority (p. x). The dominant mainstream curriculum made

it impossible for the voices and perspectives of the people of color to be accepted or

appreciated. Multisocialism in which the social structure is not uniform, different identities and

cultures coexist, differences are not regarded as conflicts, but as a source of richness, provides

for the change of society (Banks, 2010). Multicultural curriculum should be regarded as the

transformation of traditional mainstream centric curriculum rather than a conflict.

Definition and Background of Multicultural Curriculum:

Multicultural curriculum and multicultural education are interwoven in that the main

component of effective multicultural education is an inclusive curriculum which represent and

respect cultural diversity. Studies have shown that a curriculum, which recognizes and

emphasizes cultural diversity are distinguishing features of high performing schools located in

low socioeconomic school districts (Wang, 1998).

Multicultural curriculum is a plan of instruction that acknowledges the differences in culture,

races, and addresses the educational needs of a society that is made up of more than one set of

tradition. Multicultural curriculum is defined as transformation of the traditional curriculum

into a truly multicultural curriculum that is authentically represents the diverse histories, and
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An Approach to Multicultural Curriculum

cultures of different ethnic groups, typically progresses through four stages (Banks, 1993).

When children realize that their cultures and histories are represented in the curriculum, they

see that their cultural history is valued, which in turn helps them to develop self confidence and

positive self-esteem.

Approach to Multicultural curriculum:

Stage I: True Inclusivity for a diverse group of children.

Multicultural curriculum should be a curriculum that is planned for all children irrespective of

ability or disability, ethnicity, socioeconomic status, race and religious background. It is a

curriculum that reflects diversity, equity and social justice which will help to address anti-bias

issues. Klien (1998) defines inclusivity as, public and professional opinion shifted towards

integration (p. xi). Multicultural is beneficial in that it will enable the children to interact and

learn in the same classroom, learn about each other, different cultures, ethnic groups, race and

people who are different from them.

Stage II: Identity. Identity is the development of sense of self. It comprises of what a person is

made up of such as behavior which is our way of thinking, feeling and being. Identity is the idea

we have about how we perceive ourselves and how others perceive us. When building identity,

children try to look for a real model with which they can identify with. Rathus (2008) states,

Erikson defines identity as ones sense of who one is and what one stands for (p.547).

Curriculum of identity will help the children to reflect on themselves as practitioners of a

particular discipline. Through reflection, the children will develop sense of self which will help

them to understand themselves better if they were asked how they felt taking on a particular

role. Having sense of self enables the children to develop positive self esteem and also
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An Approach to Multicultural Curriculum

have confidence in themselves.

Stage III: Curriculum for Bias: Everyone has bias because we can only see what comes before

us hear what is around us and only read what is in front of us (Myers, 2014). Bias is prejudice. It

is a perceived judgment on formed opinion without grounds, sufficient knowledge or evidence.

Bias can be defined as preferences or inclination that inhibits impartiality, prejudice

(American Heritage Dictionary, 1983). Bias is an inclination to present or hold a partial

perspective at the expense of alternatives. It is a serious issue that teachers need to address in

that it leads to segregation, racism, prejudice and sometimes death just as what we have in the

case of Michael Brown in Ferguson Missouri for instance. This curriculum will enable the

teachers to teach the children to learn the attitudes and behaviors that go with honoring

diversity and seeking equity and social justice.

Gonzalez- Mena (2008) states, We have to learn to stop criticizing differences and instead

honor perspectives, attitudes and beliefs and behaviors that spring from them that are in

contrast to our own (p. ix) Adding materials of different cultures to a dramatic play area for

example is a worthy step to take. Moreover planning activities to or selecting material and

other object are easy ways of horning and respecting diversity.

Stage IV: Curriculum for Social Justice: Social justice is the unfairness or the injustice of the

society. Teaching for diversity and social justice enable the children to understand the different

forms of injustice in the United States. Social justice education will also enable the children to

understand the meaning of social difference and oppression both in the social system and in

their personal lives. Being aware of the social justice will help the children to work with diverse

others to create more socially just and inclusive relationships, practices and social structures.
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An Approach to Multicultural Curriculum

Teaching social justice to children alone will not be enough. Since children can easily copy what

adults do without adults knowing it, teachers should model what they teach. That will help to

address the issue of social justice. Social justice refers to reconstructing society in accordance

with principles of equity, recognition and inclusion (Adams, 2014). The goal of social justice is to

create awareness about change regarding injustice. Change cannot happen without the ongoing

exchange of ideas about direction, goals and practice by those affected by oppression.

Stage V: Curriculum for Parent Communication: When teachers discuss the level of interaction

between them and the parents the use the word parent involvement. Teachers try to establish

good relationship with the parents to support their childrens learning. Communicating with the

parents is critical for establishing parents- teachers relationship (Epstein, 1995). Multicultural

curriculum should include parent-teacher communication. Effective communication is very

important in the relationship between the school and home because the parents know their

children more than anybody else.

These relationships empower both the families and the teachers to acknowledge the

knowledge and the strength of each and emphasizing their common goal. For instance, parent

communication can be letters to parents. (Parents teacher conference), using technology to

encourage parent- teacher communication, or ask them to volunteer at least once a week in

helping with taking care of the toddlers or preschoolers.

Cohen & Hume-Thoren state that, communicating and working together successfully may

require a lot of effort, but the result can be great as cited by Klein, Tertell, & Jewett (1998).

Moreover, Cohen & Hume-Thoren state, We gain increase understanding of the children we

teach and we contribute to a lasting legacy of family support for each child as cited by (Klein,
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An Approach to Multicultural Curriculum

et, al., 1998). Working with parents is an important part of the curriculum. As a result, the

teachers activities need to extend beyond the classroom especially in bilingual or multicultural

early childhood classes. Teacher also needs to help parents with their resources for children,

while involving them in basic decisions about the childrens program. Teachers may have to

provide instruction to parents so that school learning can be extended into the home. They may

also have to learn from the parents, who know a great deal about the language and culture of a

specific community. Encouraging parents to be involved in their childrens education is

important because it makes teaching job easy and interesting.

Conclusion

As things work out well, the children in multicultural education program grow up to be highly

competent individuals, who are able to move comfortably with or without their people. They

have developed self- confidence and positive self-esteem, which make them to feel good about

themselves. If they found themselves in a situation where they did not fit, they have a better

opportunity to adapt without giving up anything of themselves or their culture.

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An Approach to Multicultural Curriculum

References

Adams, M. (2014). Teaching for diversity and social justice: A source book: New York: Routledge.

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Banks, J. A. (2004b). Race knowledge construction and education in the United States: San
Francisco, CA: Jossey-Bass.

Epstein, J. (1995). School, family, community partnerships: Caring for the children we share. Phi

Delta Kappan, 72 (5), 701-712

Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring difference: New

York, NY: McGraw-Hill Companies, Inc.

Jewett, J. L., Klein, S. M. & Tertell, E.A., (1998). When teachers reflect: Journeys toward
effective inclusive practice. National Association for the Education of the young children,
Washington, DC.

Johnson, A. (2006). Privilege power and difference: New York, NY: The McGraw-Hill

Companies, Inc.

Nieto, S. (2004). Affirming diversity: The socio political context multicultural education: Boston, MA:

Allyn & Bacon.

Rathus, S. A. (2008). Childhood and adolescence: Voyage in development. Belmont, CA: Thomas

Learning, Inc.

Saracho, O. N. & Spodek, B. (1986).Understanding the multicultural experience in early childhood

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