Culture, Community and the Curriculum. Curriculum Resources for the Alaskan Environment.

Autor/in	Barnhardt, Ray
Institution	Alaska Univ., Fairbanks. Center for Cross-Cultural Studies.
Titel	Culture, Community and the Curriculum. Curriculum Resources for the Alaskan Environment.
Quelle	(1980), (69 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Acculturation; Cultural Awareness; Cultural Differences; Cultural Pluralism; Curriculum Development; Educational Resources; Elementary Secondary Education; Experiential Learning; Minority Groups; Multicultural Education; Nonformal Education; Place Based Education; Problem Solving; Process Education; School Community Relationship; Student Projects; Student Role; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Akkulturation; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Experiental learning; Erfahrungsorientiertes Lernen; Ethnische Minderheit; Multikulturelle Erziehung; Non-formal education; Non formal education; Nichtformale Bildung; Problemlösen; Schulprojekt; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A goal for minority education is "cultural eclecticism," which combines features of assimilationist and cultural pluralist perspectives into an open-ended educational approach that respects cultural diversity. To achieve this, a project-centered approach to curriculum design, blending the academic functions of the school (subject-oriented) with the cultural patterns of the community (process-oriented) is most effective; the goals, content, structure and methods must also contain some form of experiential learning. The "nonformal education" approach, which draws on community resources, incorporates experiential learning, allows flexibility for different types of learning experiences, and provides opportunities for student and community influence on form and direction of learning, provides a model for adapting formal education to an informal context in minority communities. The "micro-society" approach restructures the schooling environment to create a realistic microcosm of the surrounding society. In the "school without walls" approach, students engage in directed learning activities in the real life environment of the community, and thus can acquire the equivalent structures necessary to function in their chosen adult roles. A cross-cultural, community-based approach to education is well-suited to minority students because it engenders widespread interaction between school and community participants and provides mechanisms for community influence on learning by both students and teachers. (MH/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC