By
Dr. David
Blades
Dr. Ingrid Johnston
Dr. Elaine
Simmt
Principal Researchers, Culture and Curriculum Research
Project
With
Joyce Mgombelo,
Lynne Wiltse
Diane
Leard,
Graduate Student Research Assistants
Department of Secondary
Education
University of Alberta
Edmonton, Alberta,
Canada
Published By
The
Canadian Race Relations Foundation
EXECUTIVE SUMMARY
In this research study, a team of three
researchers and three graduate students from the Department of Secondary
Education at the University of Alberta sought to identify issues of
ethnocultural difference related to specific curriculum areas considered by
experienced teachers as significant for meeting the needs of all Canadian
students. The Culture and Curriculum Research Project, examined
understand classroom teachers? curriculum and pedagogical responses to issues of
race, culture and ethnicity in secondary schools. Eighty-five high school
teachers in five cities across the Prairie Provinces who taught a variety of
subject areas participated in semi-structured one-on- one audiotaped interviews
with researchers.
Many curricular and pedagogical issues emerged from
these interviews with Western Canadian teachers. While teachers were generally
aware of multicultural diversity in their classrooms and demonstrated
sensitivity to the individual needs of students, the attentiveness to the
cultural, ethnic and religious differences brought to the classroom by their
students varied across subject areas. Teachers spoke about the importance and
need for suitable resources for teaching and learning from a multicultural
perspective. In some subject areas teachers were aware of the limitations of
current resources for addressing the ethnocultural diversity of their students.
Teachers in the humanities suggested that their subject areas provided
opportunities to address issues of cultural difference. In contrast, teachers in
sciences, mathematics, technology and physical education generally assumed the
cultural neutrality of their subject. Many teachers expressed concerns about
meeting the needs of students who spoke English as a Second Language. Permeating
many of teachers? concerns were additional issues of how schools address the
students? needs arising from poverty, crime and absenteeism.
Study findings suggest that teachers need support
through curriculum policy changes, professional development opportunities,
resource development and a supportive school climate in order for them to
further expand their horizon of understanding to include the perspectives of
cultures previously silent in the curricula of secondary schools.
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