Culturally Responsive Curriculum. ERIC Digest.

Autor/in	Abdal-Haqq, Ismat
Institution	ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.
Titel	Culturally Responsive Curriculum. ERIC Digest.
Quelle	(1994), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Cultural Awareness; Cultural Differences; Curriculum Development; Elementary Secondary Education; Instructional Materials; Multicultural Education; Relevance (Education); Resource Materials; Teacher Education; Textbook Bias; Textbook Evaluation + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Multikulturelle Erziehung; Relevance; Relevanz; Quellenmaterial; Lehrerausbildung; Lehrerbildung; Lehrbuchkritik
Abstract	A widely held view of multicultural curricula sees them as strategies for improving academic performance and enhancing self-esteem among students whose racial, ethnic or language heritage differs from that of the Anglo-European population. There are others, however, who hold the view that culturally responsive curricula benefit all students. A culturally responsive curriculum capitalizes on students' cultural backgrounds rather than overriding or negating them. This Digest presents some characteristics of curriculum resources, outlines guidelines for assessing instructional materials for cultural bias or insensitivity, and provides a list of selected resources available to classroom teachers and other educators. A culturally relevant curriculum is described as one that: is integrated and interdisciplinary; does not rely on one-time activities, "add-on" units or "sprinkling" the traditional curriculum with a few minority individuals; is authentic, child-centered, and connected to the child's real life; develops critical thinking skills; often incorporates strategies that utilize cooperative learning and whole language instruction; includes self-esteem building; recognizes multiple intelligences and diverse learning styles; is supported by appropriate staff development and preservice preparation; and is part of a coordinated, school-wide strategy. (Contains 17 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC