The New Weave- Culturally Inclusive Curriculum

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The New Weave- Culturally Inclusive Curriculum
A ‘culturally inclusive curriculum’ is the planning and delivery of education to ensure that social and cultural perspectives are reflected in all aspects of teaching and learning across the curriculum. Any part of the curriculum cannot be primarily altered by the teacher, so in order to adapt a culturally inclusive curriculum a collaborative support is needed as a means of creating sustainable change and improvement that integrates successful outcomes of programmes into mainstream schooling practice. The needed support will rely on expertise, decisions and the involvement of key stakeholders such as; parents, teachers, the community and the Education Department in establishing, implementing and monitoring the procedures. Going through all this procedures is as important as culturally inclusive will not only involve within the classroom but within the community and the school. This assignment will be discussing the importance of culturally inclusive curriculum to students learning, then describe how as a teacher would facilitate the sharing of cultural experiences of students, outline the challenges faced when facilitating of cultural experiences and how it was dealt with and finally the concluding with the fact that diverse cultures in schools is emerging. Education is an introduction to worthwhile learning with teaching methods that must be morally accepted. Culture is the background or foundation of a person’s upbringing within their society which includes their store of important knowledge, skills and values expressed through their language and passing them on to the younger generation for the sake of cultural continuity and survival. In this context, education and culture are inextricably linked since the content of all education has value of structure that is associated with a particular cultural scheme. As education and culture are inextricably linked, culturally inclusive curriculum is a vital approach to the education system. “In most Oceanic societies today, traditional cultural values underpin much of what people emphasise and think about, and continue to be the framework that people use to justify their behaviour and to explain the behaviour of others”. (Thaman, 1988). To embrace the knowledge of diverse cultures of all students in education is to understand the cultural backgrounds of the students, from there, teachers will be able to create a learning space for their students’ which is known as ‘culturally inclusive curriculum’. With different cultural backgrounds and heritage ‘culturally inclusive curriculum’ is based on reflecting on students’ prior knowledge, views, values and understanding, teachers can then build on that foundation with activities and resources that are familiar to the students. The importance of a ‘culturally inclusive curriculum’ approaches have various benefits in the classroom, the school and the community. The Solomon Islands Education Strategic plan 2002-2004 takes this into consideration when it states: …there is an acceptance that education has increased tensions with communities…The education system is seen by many as being unconnected and antagonistic to the social and cultural values on which Solomon Island communities and society is based…Education must be available to all regardless of gender, ethnicity and socio-economic background of citizens. (Ministry of Education, Solomon Islands 2002:1-2). The approaches will be describing how a teacher would facilitate the sharing of cultural experiences of students which with benefits that will explain the essential features that will reflect back towards the students’ wellbeing that will be focused on enhancing students learning. The approaches are:

Teaching programs will meet the specific needs of students from diverse backgrounds to ensure equitable learning outcomes where students are provided with support to develop language and literacy proficiency. While English is the major...
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