Multiculturalism Issues in Curriculum Assignment

Multiculturalism Issues in Curriculum - Assignment ExampleIt shall also come across recommendations and/or predictions for the future of this issue. Finally, it shall establish support for recommendations and/or predictions with this research. Body The multicultural curriculum has its roots in the history of multicultural study which follows the history of the US civil rights movement (Fillion, n.d). The desegregation practices during the 1950s were realised in cabaret to provide equal education for all individuals, regardless of race or some(prenominal) other demographic considerations. The 1960s and 1970s, desegregation practices expanded to include application in seeking justice of all students in terms of their human rights (Banks, 2000). With the concentrate on human rights, multicultural concerns in education were considered, recognizing the importance of establishing awareness in a culturally diverse community. The changes in the teaching curriculum came beneath the co llective heading of multiculturalism. These changes were also apparent in Britain and in Australia just as they were unfolding in the US (Lynch, 1983). The educational authorities recognized the fact that the curriculum must come from the social and the estimable concepts being seen in the multicultural setting. Various references to the inherent value of all human beings were also highlighted, and this accustomed value was also seen in the human rights movement in the 1960s and 1970s (Lynch, 1983). In these states, the focus was on acknowledging the need for the multicultural curriculum and for teachers to support and promote such a program. Research was and so carried out and workshops with teachers implemented. Such actions were able to establish that even as many resources were needed in order to bring teachers to the level to the level of multicultural teaching acceptable to the proponents of multicultural curriculum, an emphasis must be placed on institutions of higher lear ning to require the incorporation of inclusionary multicultural methods and practice in the teacher certification care for (Fillion, n.d, p. 1). In effect, without any inclusionary methods in the institutions of higher learning, the multicultural curriculum could not palpate its place in the educational system. One of the issues in the multicultural curriculum revolves around the fact that the US is composed of different racial groups, but the educational system, including the curricula, the books, the resources, and other teaching materials are founded on light Anglo-Saxon Protestants, otherwise known as the mainstream Americans (Tiedt and Tiedt, 2000). This type of curriculum largely does not consider the experiences, the history, and the kitchen-gardening of other racial and ethnic groupings in the US (Banks, 1988). This type of curriculum has a negative doctor on minorities as well as those belonging to the mainstream culture. This is because racism and ethnocentrism are pr otected and nourished downstairs this mainstream-supported culture. A mainstream-focused curriculum has a negative impact on the mainstream students because it further supports their sense of superiority, misleading their sagacity of their relationship with other members of society, especially the ethnic minorities (Banks, 1988). The lack of a multicultural curriculum also prevents the process of understanding concepts and information from the point of view of other cultures and races. Another issue with the