Multicultural curriculum entails the transformation of curriculum in order to accommodate the needs of persons from all cultures. This paper will analyze how the development of a multicultural curriculum is affected by public policy. The paper will also consider the major social, political, technological, and economic systems operating in this situation. The paper also seeks to explore how the challenge affects parents, administrators, students, as well as members of the community. The essay will also give an analysis of what needs to be done for the system to work. In addition, the paper will give recommendations for future improvements.
Public policy and opinion have a notable impact on the development of multicultural curriculum in a number of ways. While developing a multicultural curriculum, public policy strives to ensure that the main focus includes subcultures, as well as immigrants. Accommodation of various cultures becomes a key issue of concern while developing a curriculum that will have an impact on various cultures. In some cases, the public policy emphasizes that foreigners and all cultures alike ought to fit into the already established multicultural curriculum. Public policy contends that while educating children from other cultures, it is essential to consider the diversity, which comes with belonging to various cultures. Public policy affects the development of multicultural curriculum, since it leads to the development of bilingual public education. In addition, public policy has an influence on the development of curriculum that is based on religions, customs, as well as dressing styles of the students (Clark, 2002).
Public policy has a notable influence on the transformation of curriculum. When the curriculum is transformed, the needs of all students will be accommodated by the curriculum. For instance, there is a possibility of addressing the needs of white students, black students, as well as working class students. As a result, all students receive equal treatment, and no student is given an advantage over other students. Through public policy, the multicultural transformation of curriculum ensures that the playing field is leveled, as a result of which all students benefit from the system (Schlein & Chan, 2012).
Public policy also affects multicultural curriculum in that it enhances the performance of students due to the fact that students may be facing challenges in terms of their capabilities. Public policy and opinion serve to ensure that all students receive adequate preparation for the job market and that they can navigate diverse cultures of the world. Effective public policy ensures that multicultural curriculum prepares students adequately to enable them to serve the diverse problems that may be inherent in the society. Through public policy and policy, foreign students obtain an opportunity to learn a curriculum that bases ideas on their respective countries of origin (Clark, 2002).
There tends to be social, political, economic, as well as technological, issues that relate to the issue of multicultural curriculum. One of the most notable social issues centers on whether there should be the use of multiple languages when teaching students from diverse cultures. The debate on the use of multiple languages has become a common issue of concern with regard to multicultural curriculum. This issue stems from the fact there is a need to use language that can be understood by all students regardless of their diverse backgrounds. The use of multiple languages plays a crucial role in helping students inculcate positive attitudes, especially with regard to cultural diversity. Through the use of multiple languages, negative beliefs, stereotypes, and misconceptions about other cultures will come to an end (Schlein & Chan, 2012).
The technological issue that relates to the development of multicultural curriculum relates to the use of modern technology in the classroom. Proponents of technology argue that academic institutions should embrace the use of modern technology, especially in interpreting a multicultural curriculum. This makes teaching effective and enhances efficiency while disseminating knowledge in a multicultural curriculum (Zirkel, 2008).
The development and implementation of a multicultural curriculum has an impact on students, teachers, parents, as well as other key stakeholders. Multiculturalism affects teachers in that it allows them to understand the cultural heritage of the students, as well as how the cultural background of students affects their performance in school. Teachers become effective when there is the incorporation of a multicultural curriculum in their teaching endeavors. Students also benefit much from the implementation of a multicultural curriculum. One of the ways in which this curriculum benefits students is that it serves to prepare them for environments that may be multicultural, as well as workplaces that may have some diversity. Multicultural curriculum also benefits students, as it enables them to deal with negative stereotypes, which may limit their academic performance. In addition, multicultural curriculum also serves to ensure that the content of the courses that are taught to students is all inclusive. The implementation of a multicultural curriculum also ensures that teachers and students embrace diverse learning styles (Zirkel, 2008).
In order for the system to work, there are some changes that must be put in place. One of the most notable changes that should be implemented includes multicultural awareness, which serves to ensure that all persons gain awareness on the needs to accommodate people from diverse cultures. One of the long-term recommendations that I propose is the incorporation of cultural diversity in the education system. This will ensure that even the curriculum is based on the needs of various cultures. One of the short-term recommendations encompasses the use of diverse languages while teaching students. Native languages should be used when teaching students from diverse cultures, since this will ensure that the implementation of a multicultural curriculum becomes a reality (Schlein & Chan, 2012).