Curriculum for diversity

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Course Title: Curriculum for Diversity in Education

Course No. : Ed. CE. 522 Full marks: 50

Nature of course: Theory Pass marks: 20

Level: M. Ed. Periods per week: 3

Year: Second Time per period: 55 minutes

Total periods: 75

1. Course descriptionThis course is concerned with the education of children and youth who differ in some

educationally relevant way and who are from diverse culture with atypical developmental

patterns. This is a theory course in which students will get knowledge on different aspects of

diversity that are commonly found in the classroom and the ways to address those diversities

through curricular management. The students will also study the practices of diversity

management in the schools of Nepal.

2. General objectives

The general objectives of this course are as follows:

To acquaint the students with the concept, need and the dimensions of diversity ineducation.

To develop students ability in exploring diversity of learners in the classroom.

To develop students skills in designing curriculum for multicultural context so that

equal opportunity to education for all is possible.

To make students able in developing innovative curricula to address different types of

diverse learners.

3. Specific Objectives and Contents

Specific Objectives Contents

Clarify the concept of diversity.

Explain the needs and purposes of the

diversity in education.

Explore the dimensions of diversity in

education.

Unit 1: Diversity in Education (5)

1.1 Concept of diversity

1.2 Need for diversity in education1.3 Purpose of diversity in education

1.4 Dimensions of diversity in education

Define culture and describe the layers

of culture.

Explain how children learn culture.

List and describe the characteristics of

Nepalese culture.

Explain schools as cultural institutions.

Illustrate the possible ways for making

teachers how teachers can be culturallyrelevant.

Unit II: Culture and Education (10)

2.1 Concept of culture (meaning, deep

and surface elements, and layers)

2.2 Childrens learning of culture

2.3 Nepalese culture

2.4 School and cultural identity

2.5 School as cultural institution

2.6 Culturally responsive education

Illustrate misconceptions and

underlying beliefs of multicultural

education.

Define multicultural and state the goals

of multicultural education.

List and describe the principles of

multicultural education.

State the problems in multicultural

education. Suggest ways for managing

multicultural curriculum.

Identify the issues and problems being

Unit III: Multicultural Education and the

Curriculum (15)

3.1 Misconceptions of multicultural

education

3.2 Defining "Multicultural Education"

3.3 Fundamental beliefs of multicultural

education

3.4 Principles of multicultural education

3.5 Goals of multicultural education

3.6 Problems in multicultural education

3.7 Managing multicultural curriculum

3.7.1 Delivery of content including

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faced in multicultural education in

Nepal.

State the policies, and programs for

multicultural education in Nepal.

instructional methods

3.7.2 Critical inquiry into inclusion -

social and civic responsibility

3.8 Policies, programmes and issues for

multicultural education in Nepal

Analyze the multilingual context

of Nepal and its challenges for

education.

Relate language and learning.

State the UNESCO guidelines on

language and education.

Identify the programmes and issues of

bilingual/tri-lingual, multilingual

education in Nepal.

Explain the Policies, programmes of


education in Nepal.

Suggest framework for developing

bilingual/multilingual education inNepal.

Unit IV: Education in a Bilingual /

Multilingual Situation (10)

4.1 Multilingual contexts: the challenges

for education system

4.2 Need for mother tongue

education

4.3 UNESCO guidelines on

language and education

4.4 Policies, programmes and issues of


education in Nepal

4.5 Developing framework for

bilingual/multilingual education inNepal

State the meaning of Human

right from international and

national perspective.

Explore the linkage between human

right and curriculum.

Analyze the curriculum and text books

from gender, children, ethnicity, dalit

and disabled persons perspectives in

terms of objectives and content, contentand language used in textbooks, and

classroom management.

Unit V: Curriculum from Rights Groups

Perspectives ( 20)

5.1 Relation between human Right

and curriculum

5.2 Gender and curriculum

5.2.1 Universal and national

declaration on gender

right

5.2.2 Issues to be addressed by

curriculum

5.3 Child right and curriculum


declaration on child right


curriculum

5.4 Ethnic right and curriculum


declaration on ethnic

right

5.4.2Issues to be addressed bycurriculum

5.5 Dalit's right and curriculum

5.5.1 Declaration on dalit

right


curriculum

5.6 Differently able person and

curriculum

5.6.1 Provision of right of

differently able

person5.6.2 Issues to be addressed.

Explain the origin and concept

of inclusive education.

Unit VI: Inclusive Education and the

Curriculum (15)

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Explain the rationale of inclusive

education of "Education for All".

Illustrate the key elements for the shift

towards inclusive education

Develop tools for assessing inclusive

status of curriculum

Identify the existing problems and

issues for inclusive education in Nepal. Analyze the policies and practices

adopted for inclusive education in

Nepal.

Suggest strategies and activities in

meeting the needs of all children in

Nepal.

6.1 Origin of inclusive education

6.2 Meaning and concept of inclusive

education

6.3 Rationale for inclusive education

6.4 Key elements for the shift towards

inclusive education

6.4.1 Key players in support of

inclusion

6.4.2 Attitudes and values

6.4.3 Accessible and flexible

curricula

6.4.4 Empowering for all

6.5 Inclusive education and education

for all

6.5.1 Tools for educational

planners and policy makers

6.5.2 Steps towards inclusive

checklist

6.5.3 Strategic planning forinclusion

6.6 Existing policies, practices,

problems and issues in Nepal

6.7 Strategies and activities in meeting

the needs of all children in Nepal

4. Instructional Techniques

The instructional techniques for this course are divided into two groups. First group consists of

general instructional techniques applicable to most of the units. The second group consists of

specific instructional techniques applicable to specific units.

4.1 General instructional technique

In general, the teacher will use lecture, discussion, and reading assignment will be followed

by presentations by the students on the given topics. Each lecture or presentation will be

followed by class discussion. The teacher will play a supportive role in finding the materials

for their reading assignments.

4.2 Specific Instructional technique

Unit II: The students will analyze the nature of the Nepalese culture. Like wise they will try

to examine the relation between school and culture. Based on their study they will

draw implication for developing culturally responsive education for Nepal.Unit III: Students will explore the concept and misconception of multicultural education.

Teacher will encourage the students, individually or in group, present the paper on

policies, programme and issues for multicultural education in Nepal.

Unit IV: The students will be asked to identify the lingual problems and issues in education

and develop a suitable framework to address the lingual problem in education.

Unit V: The teacher will assign students the task on identifying curriculum from varied

perspectives. The students will study the reports of the studies made from varied

perspectives and make a report and present for discussion in the classroom.

Unit VI: The students will be encouraged to explore the needs of inclusive education and

they will be given assignments to suggest strategies in meeting the needs of all

children in Nepal.

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5. Evaluation

Students' progress will be evaluated by means of various techniques such as classroom test,

report presentation, participation in the classroom discussion. However, the result of such

evaluation will be used specifically for feedback purposes that will help for improvement in

students achievement. The final evaluation will be done by the Office of the Controller of

Examination, Tribhuvan University. The types and number of questions and marks allocated will

be as follows:

Types of questionsTotal questions

to be asked

Number of questions

to be answered and

marks allocated

Total

marks

Group A: Multiple choice items 8 questions 8 1 mark 8

Group B: Short answer

questions

5 with 2 'or' questions 5 6 marks 30

Group C: Long answer question 1 question 1 12 marks 12

6. Recommended Books and ReferencesRecommended Books

Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum and teaching

(5th Ed.). New York: Pearson Education, Inc. (For units I-IV)Minority Right Group (1990). Language, literacy and minorities. UK: Author(For unit IV and

V)

Pang, V. O. (2001) Multicultural education: A caring- centered reflective approach. New York:

McGraw-Hill Companies, Inc. (For units II-III)

UNESCO (2003). Promoting educational inclusion: A policy colloquium. Report of a workshopheld in New Delhi (7-8 October 2003) New Delhi: Authors (For unit VI)

ReferencesKafle, B. D. (2002) Including the excluded: A critical evaluation of special needs education

programme in Nepal. A unpublished doctoral dissertation submitted to B.H.U. India

ESAT (2007).s Curriculum from different perspectives. Kathmandu Authors

Subba, C. et al (2006). Ethnicity, dalit and gender issues In Nepal: Conflict, resolution and

sustainable peace, Volume Four. Katmandu: IIDS.

UNICEF (1994).Education rights and minorities, UK: Ed. Minority Right Group.

UNESCO (2003).Education in a multilingual worldFrance: Author.UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. France: Author.

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