To What Extent Is Multicultural Education Relevant To Curriculum Policy And Practice In The Caribbean?

To What Extent Is Multicultural Education Relevant To Curriculum Policy And Practice In The Caribbean?

Multicultural education describes a method of instruction that attempts to foster cultural pluralism and acknowledges the variations amongst races and cultures. Chou gives various ideas concerning greatest practices which consist of teacher preparation plan purposefully integrating multicultural education preparation into pre-service plan, blatantly including addressing racism in classroom settings and districts altering hiring practices to ensure that their teacher physique is diverse and reflects diversity of student inside their schools (Chou 2007).

James Banks, a lifetime leader in multicultural education and a former president of each the National Council for the Social Research and the American Educational Investigation Association, describes the balancing forces in eight (4th. Scholars have provided a range of definitions of multicultural education since the late years of the civil rights movement.

Nonetheless, there is no fundamental cause why only schools with ethnic minority pupils should focus on multicultural education. As a result, multicultural education is far more than holidays and food, it calls for crucial thinking with interest paid to complexity. Taboo is an academic forum for the study of teaching and pedagogy that focuses on the partnership between education and its socio-cultural context. Christine Sleeter and Carl Grant connect the role of sociopolitical power to define multicultural education.

Peter McLaren, Henry Giroux, Antonia Darder, Christine Sleeter, Ernest Morrell, Sonia Nieto, Rochelle Brock, Cherry A. McGee Banks, James A. Banks, Nelson Rodriguez, Leila Villaverde, and a lot of other scholars have provided an emancipatory point of view on multicultural education. First it is noted that schools have to rely on teachers’ personal beliefs or a willingness to permit for their individual beliefs to be altered in order for multicultural education to genuinely be effective within classrooms. The fourth strategy to multicultural education is self-reflexively dubbed multicultural education.

The third and final group, educational practitioners, holds the view that multicultural education increases the self-esteem of students from minority cultures and prepares them to turn out to be profitable in the worldwide marketplace. By restructuring schools in this way, educational theorists hope that society will therefore be restructured as students who received a multicultural education turn out to be contributing members of the political landscape.

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