Multiculturalism and Anti­Racism Education

Multiculturalism education stresses the promotion of understanding, respect, and acceptance of cultural diversity within our society.

Multiculturalism education involves:

• recognizing that everyone belongs to a cultural group
• accepting and appreciating cultural diversity as a positive feature of our society
• affirming that all ethnocultural groups are equal within our society
• understanding that multiculturalism education is for all students
• recognizing that similarities across cultures are much greater than differences and that cultural pluralism is a positive aspect in our society
• affirming and enhancing self­esteem through pride in heritage, and providing opportunities for individuals to appreciate the cultural heritage of others
• promoting cross­cultural understanding, citizenship, and racial harmony

Anti­racism education promotes the elimination of racism through identifying and changing institutional policies and practices as well as identifying individual attitudes and behaviours that contribute to racism.

Anti­racism education involves:

• proposing the need to reflect on one's own attitudes about race and anti­racism
• understanding what causes racism in order to achieve equality
• identifying and addressing racism at both the personal and institutional level
• acknowledging the need to take individual responsibility for eliminating racism
• working toward removing systemic barriers that marginalize groups of people
• providing opportunities for individuals to take action to eliminate all forms of racism, including stereotypes, prejudice, and discrimination

Multiculturalism and anti­racism education provides learning experiences that promote strength through diversity and social, economic, political, and cultural equity. Multiculturalism and anti­racism education gives students learning experiences that are intended to enhance their social, emotional, aesthetic, artistic, physical, and intellectual development. It provides learners with the tools of social literacy and skills for effective cross­cultural interaction with diverse cultures. It also recognizes the importance of collaboration between students, parents, educators, and communities working toward social justice in the education system.

The key goals of multiculturalism and anti­racism education are:

• to enhance understanding of and respect for cultural diversity
• to increase creative intercultural communication in a pluralistic society
• to provide equal opportunities for educational achievement by all learners, regardless of culture, national origin, religion, or social class
• to develop self­worth, respect for oneself and others, and social responsibility
• to combat and eliminate stereotyping, prejudice, discrimination, and other forms of racism
• to include the experiences of all students in school curricula

Fine Arts­identifying ways in which the fine arts portray cultural experiences

Humanities­identifying similarities and differences within cultural groups' lifestyles, histories, values, and beliefs

Mathematics or Science­recognizing that individuals and cultural groups have used both diverse and common methods to compute, to record numerical facts, and to measure

Physical Education­developing an appreciation of games and dances from diverse cultural groups

This summary is derived from Multicultural and Anti­Racism Education­Planning Guide (Draft),  developed by the Social Equity Branch in 1994.

Science­Technology­Society

The study of STS includes:

• the contributions of technology to scientific knowledge and vice versa
• the notion that science and technology are expressions of history, culture, and a range of personal factors
• the processes of science and technology such as experimentation, innovation, and invention
• the development of a conscious awareness of ethics, choices, and participation in science and technology

The aim of STS is to enable learners to investigate, analyse, understand, and experience the dynamic interconnection of science, technology, and human and natural systems.

The study of STS in a variety of subjects gives students opportunities to:

• discover knowledge and develop skills to foster critical and responsive attitudes toward innovation
• apply tools, processes, and strategies for actively challenging emerging issues
• identify and consider the evolution of scientific discovery, technological change, and human understanding over time, in the context of many societal and individual factors
• develop a conscious awareness of personal values, decisions, and responsible actions about science and technology
• explore scientific processes and technological solutions
• contribute to responsible and creative solutions using science and technology

Examples of curriculum integration include:

Visual Arts­recognizing that demands generated by visual artists have led to the development of new technologies and processes (e.g., new permanent pigments, fritted glazes, drawing instruments)

English Language Arts­analysing the recent influence of technologies on listening, speaking, and writing (e.g., CDs, voice mail, computer­generated speech)

Physical Education­studying how technology has affected our understanding of the relationship between activity and well­being

This summary is derived from Science­Technology­Society­A Conceptual Framework,  Curriculum Branch, 1994.

Special Needs

All students can benefit from an inclusive learning environment that is enriched by the diversity of the people within it. Opportunities for success are enhanced when provincial learning outcomes and resources are developed with regard for a wide range of student needs, learning styles, and modes of expression.

Educators can assist in creating more inclusive learning environments by introducing the following:

• activities that focus on development and mastery of foundational skills (basic literacy)
• a range of co­operative learning activities and experiences in the school and community, including the application of practical, hands­on skills in a variety of settings
• references to specialized learning resources, equipment, and technology
• ways to accommodate special needs (e.g., incorporating adaptations and extensions to content, process, product, pacing, and learning environment; suggesting alternative methodologies or strategies; making references to special services)
• a variety of ways, other than through paper­and­pencil tasks, for students to demonstrate learning (e.g., dramatizing events to demonstrate understanding of a poem, recording observations in science by drawing or by composing and performing a music piece)
• promotion of the capabilities and contributions of children and adults with special needs
• participation in physical activity

Adapted Programs

An adapted program addresses the learning outcomes of the prescribed curriculum but provides adaptations so the student can participate in the program. These adaptations may include alternative formats for resources (e.g., braille, books­on­tape), instructional strategies (e.g., use of interpreters, visual cues, learning aids), and assessment procedures (e.g., oral exams, additional time). Adaptations may also be made in areas such as skill sequence, pacing, methodology, materials, technology, equipment, services, and setting. Students on adapted programs are assessed using the curriculum standards and can receive full credit.

Modified Programs

A modified program has learning outcomes that are substantially different from the prescribed curriculum and specifically selected to meet the student's special needs. For example, a Grade 5 student in language arts may be working on recognizing common signs and using the telephone, or a secondary student could be mapping the key features of the main street between school and home. A student on a modified program is assessed in relation to the goals and objectives established in the student's IEP.

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