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By Gajendra K. Verma
The ultimate quantity of 4, the authors, all experts within the parts of the curriculum, reflect on how the worries of ethnic teams can be addressed in the framework of the nationwide Curriculum. regardless of the indecision surrounding the constitution, content material, pedagogy and evaluation of many elements of the first institution curriculum, it is still that the multicultural nature of the inhabitants and of colleges will advance. those advancements and their academic implications needs to be thought of if the tutorial process is to reply effectively.
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Sample text
The Wider Context No country can ignore the fact that all countries are, in varying respects and degrees, interdependent. The wider European and world communities of which we and our pupils are members, cannot be ignored. The apparent worldwide rise of nationalism, of racism and of religious fundamentalism, their manifestations across Europe and their existence within the UK have to be acknowledged. Measures must be taken to deal constructively with these potentially destructive phenomena at all levels.
Coexistence of cultures inevitably contains the potential for both collaboration and confrontation. There is always a dynamic equilibrium between cooperation and competition between individuals and groups within any society. A society, and its schools, have to encourage an acceptable balance between cooperation and competition. The philosophy of the school, its ‘mission statement’, its policies and practices, will derive from that balance and determine its ethos. Even the remote prospect of the ethnic and/or religious Balkanization of Britain must focus our attention on the development of social cohesion in our communities.
However, as the contributors to this volume show, the cross-curricular elements do not shut the door on issues relating to cultural diversity in our increasingly complex society. These issues cannot be satisfactorily resolved by individual teachers acting alone, although each has an important part to play in the whole process; it is, after all, typically the individual teacher working in his/her classroom. Schools require explicit policies to address the challenges of cultural diversity. Such policies require all teachers to make a joint effort to: • take a critical stance on the identification of cultural bias, prejudice, sexism, racism and stereotyping whether found in teaching materials or strategies; • approach all subject matter, whether treating cross-curricular themes or core and foundation subjects, in a way which questions ethnocentrism; • value teaching which makes an effective response to the aspirations of all pupils and which actively seeks to maximize their full potential; and • seek to keep themselves informed of good professional practice.