Multiculturalism and How Cultural Issues Inform Curriculum, Instruction, And Assessment.
Student’s Name
Institutional Affiliation
Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 1-12.
In this journal article, banks discuss the predicament faced by scientist and educators to ensure that the education curriculum accommodates the need of the immigrants and the numerous cultures that result from immigration in a particular society. To ensure that the aspect of inclusivity is achieved in any society, there needs to be a sense of acceptance and inclusion of cultural teachings and multiculturalism in education fields.
Voogt, J., Knezek, G., Christensen, R., Lai, K. W., Pratt, K., Albion, P., … & Resta, P. (2017, March). The International Handbook of Information Technology in Primary and Secondary Education: Part 2. In Society for Information Technology & Teacher Education International Conference (pp. 1082-1085). Association for the Advancement of Computing in Education (AACE).
This article focuses on the inclusivity of the cultural concerns about technology and how they can be included in the creation of the curriculum and its assessment. Any curriculum approved must, therefore, accommodate the needs of the different cultures in that particular culture.
Lockwood, J. (2012). Developing an English for specific purpose curriculum for Asian call centers: How theory can inform practice. English for Specific Purposes, 31(1), 14-24.
Lockwood in this article focused on the development of an English curriculum to accommodate Asian call centers. This is to ensure that that particular group is represented and understand the material taught in that specific field. The English developed in this curriculum is for the specific purpose of serving the Asian cultures.
Schuessler, J. B., Wilder, B., & Byrd, L. W. (2012). Reflective journaling and development of cultural humility in students. Nursing Education Perspectives, 33(2), 96-99.
In the journal article, the author focused on the creation of humility among the students by repressing their culture and ensuring that none of the cultures feels over-represented to an extent in which they would feel some sense of superiority complex. Based on this, it is essential therefore represent them in the curriculum as equals.
Part 2
The aspect of globalization has increased the number of cultures that can be found in one particular region. This aspect of cultural development and representation has also triggered the feeling of being left out of some of the culture in different facilities and services in the country such as education. Representing each culture in education can impact the rate at which the feeling of fairness is felt. However, different education aspects lack the representation desired to have the cultures feel included. Different governments and education ministries in the world are improving their curriculum by including the different cultures in the country to ensure that the students who attend the different classes feel represented. In the same case, the main idea and theme under the multiculturism and cultural issues in education are based on inclusivity. In this case, therefore, the main focused will be inclusivity as a theme in education. This will be done through the review of authors who have contributed on the same matter.
When dealing with multiculturism and cultural issue in education, the first element to consider is the reason why this is an issue, according to Banks, J. A. (2014) the issue of cultural diversity and multiculturism is due to the increase and rise of different cultures in one region as a result of increased immigration in that areas. Immigration results in the rise of different races and groups of people in an area. If the society retains its former education system and curriculum, there is a possibility that the new people will feel left out. They will feel left out since they will have identified themselves with the new region and therefore would like to be represented. This necessitates, therefore, the need for inclusivity in all matters of education (Banks, 2014). Due to this, her is the likelihood of a feeling of superiority complex that would rise in the original culture and the people in the field of education belong to the origin culture in that area. Schuessler, J. B., Wilder, B., & Byrd, L. W. (2012) therefore discuss the issue of creation of humility among the students by ensuring that each culture is given an opportunity to be represented in the education sector. This, therefore, increases the need to endure that each of these cultures in the community is represented at all time (Schuessler, Wilder, & Byrd, 2012). This can only be done by having their cultures represented in the education curriculum and assessment. It also ensures inclusivity in education by each culture having something they can relate within what they learn.
Similarly to enhance the inclusivity aspect of education, teaching various cultural oriented courses and field will also enhance the ability of education to achieve inclusivity. Under the same issue, Lockwood, J. (2012) discusses the creation of different course oriented toward particular cultures to ensure their repetition. In the article, “Developing an English for specific purpose curriculum for Asian call centers: How theory can inform practice.” He discussed the creation of English cultured and tailed to represent the Asian in call firms. This also ensures that the different groups who use the service also feel represented (Lockwood, 2012). Some of the course taught in schools also have concerns based on the culture that the students belong to. Under this different author such as Voogt, J., Knezek, G., Christensen, R., Lai, K. W., Pratt, K., Albion, P., … & Resta, P. (2017, March) have discussed the issue of inducing the cultural concerns in the teaching of such curse as tech-oriented (Voogt, et al., 2017). This is to ensure that the students are included and their culture considered in the leaning.
References
Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194(3), 1-12.
Lockwood, J. (2012). eveloping an English for specific purpose curriculum for Asian call centres: How theory can inform practice. . English for Specific Purposes, 31(1), , 14-24.
Schuessler, J. B., Wilder, B., & Byrd, L. W. (2012). Reflective journaling and development of cultural humility in students. . Nursing Education Perspectives, 33(2),, 96-99.
Voogt, J., Knezek, G., Christensen, R., Lai, K. W., Pratt, K., Albion, P., & Resta, P. (2017). The International Handbook of Information Technology in Primary and Secondary Education: Part 2. In Society for Information Technology & Teacher Education International Conference (pp. 1082-1085). . Association for the Advancement of Computing in Education (AACE).
