The New Weave- Culturally Inclusive Curriculum
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
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
Bibliography: Ministry of Education, Solomon Islands. 2002. Education strategic plan 2002- 2004. Government of Solomon Islands, Solomon Is. Thaman, K.H. (1988). Ako and Faiako: cultural values, educational ideas and teachers’ role perceptions in Tonga. Unpublished PhD thesis, University of the South Pacific, Suva. Thanman, K.T. (2001). Culturally inclusive teacher education in Oceania. International Education Journel, 26 (5), 1-2.