After remaining stage by many of the 1980’s, the kid population of the United States is on the rise. This role of curriculum / education explicitly suggests the need for a multicultural schooling – an training that will provide the learner with plurality of experiences / cultures, from which one could make choices, make acceptance and rejection. Multicultural education can subsequently be seen as related to an important extent to the curriculum, taking this view of schooling.
In this regard then, curriculum being considered as process and schooling as improvement implies that multicultural education is to a large extent relevant to curriculum coverage and follow within the Caribbean. Schooling as improvement also speaks to the social dimension of development – democratic improvement (Kelly 2004, p.88). Debatably, if the college is in miniature, a model of the social system”, the school should then promote a multicultural curriculum to reflect a multicultural Caribbean society.
Schooling, and in particular the educating of history, offers this link between the person and society. If the history of their society is introduced alive to youngsters, they will come to see that they’re part of one thing bigger than themselves: they are going to develop a way of dedication to the social group” (Haralambos and Holborn 2000, p.777). Essentially, inside the OECD a global / multicultural education is central to economic prosperity in a worldwide / multicultural world.
Moreover, this highlights the need for a multicultural training within the curriculum, which brings fruition to this function of education – bringing the history of each youngster / culture alive thereby, enhancing a sense of dedication to the social group. Moreover, the hypothesis of cultural compatibility suggests that schooling is more practical when compatible with tradition patterns (Tharp 1989).
Essentially, if curriculum in the Caribbean should accomplish the standards and ideas of training, the aims of college, and the goals of the curriculum itself, multicultural schooling seems fairly related for the materialization of those. She further affirms for some students, cooperative grouping educational activities may be better as a result of they parallel the context for learning discovered in their cultures.