There is no doubt that schools today are rich in student diversity. So how can educators create a cohesive and democratic learning environment while respecting ethnic, cultural, and socioeconomic identities? Here's one strategy that you can implement in your courses.
Transforming Curriculum through Reinterpretation
The history of the Montgomery (Alabama) bus boycott, which began on December 5, 1955, can be used as an example to illustrate how a transformation approach works. Rosa Parks' own account of the bus boycott differs greatly from historical records, which often downplayed or dismissed her role and intentions:
"People always say that I didn't give up my seat because I was tired, but that isn't true. I was not tired physically, or no more tired than I usually was at the end of a working day. I was not old, although some people have an image of me being old then. I was 42. No, the only tired I was, was tired of giving in." ~ Rosa Parks
Having students view this event from different perspectives demonstrates how historians have constructed interpretations, how central figures can be omitted from historical records, how history can be rewritten, and how students can create their own interpretations. You can read more about this example at the link below.
A transformation approach to teaching enables students to view concepts, issues, events, and themes from the perspectives of a range of groups. In order for students to think critically about diversity and understand the world as multifaceted, think about how you can give students opportunities to explore and discuss those many facets. Think about an area of your academic discipline where there are several perspectives but often only one or two dominate the curriculum.
Think about an area of your academic discipline where there are several perspectives but often only one or two dominate the curriculum. Can you design activities and content that opens up the curriculum to include various perspectives and experiences?
Think about an area of your academic discipline where common assumptions exist and persist. Can you design activities and content that challenge your students to unpack assumptions and understand their origins?
| Transformation is Always a Work in Progress
This approach can be overwhelming, but you can aim to make small adjustments over time. Below are a series of guiding questions to keep in mind as you consider new ways of infusing learning experiences with various perspectives:
Adapted from The University of California, Los Angeles and "Integrating the Curriculum with Ethnic Content: Approaches and Guidelines", pp 189-207 in J.A. Banks & C. A. McGee Banks (Eds.), Multicultural Education: Issues & Perspectives, Boston: Allyn and Bacon. |
Contact the CCIT team if you're interested in trying this strategy and would like assistance with design and implementation!
Read the Montgomery Bus Boycott example and learn more about transforming your teaching from ASCD Transforming the Mainstream Curriculum