After reading Chapter 5: The Role of Curriculum, I feel as though I now have a better understanding
of the importance of our curriculum and the way in which it has changed over
the years. I also appreciated the strategies we can use as a way to evaluate/assess
our students and implementing ideas where we might find ourselves teaching
students from a diversity of cultures.
I was particularly interested in the section
in the Chapter which mentions Multicultural Curriculum. I hope to one day teach
within the English-Ukrainian Bilingual program, and found this to be very
beneficial and useful to further my understanding or my intercultural competence (p. 148) as the text suggests. This part
of the chapter describes Ghosh’s (p. 147) five stages of multicultural
education; assimilation, adaptation, accommodation,
incorporation and integration (p.147-48). I think a lot has changed in
terms of acceptance of different cultures, and these stages gives us an idea as
to how multicultural education once fit (and in some way continues to) within the structure
of our Canadian education system. The next part of the chapter suggests: “…most
teachers had very little experience with cultural and ethnic diversity”(p. 148).
I could not agree more with this statement. Although, I may have prior
experience with students within the English-Ukrainian Bilingual program, it is
not certain that I will get a job within this program. Therefore, it would be
helpful and beneficial for teacher candidates to have knowledge and experience
teaching students from diverse backgrounds.
Discussion Question:
Discussion Question:
Other than suggestions made within this chapter, what
else do you believe would help your intercultural
competence within a diverse classroom?
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