Lede and Problem Statement
In the changing world of the current educational domain, a central query evolves, “Are there enough support systems or resources available for students from marginalized communities to feel represented and supported through the curriculum?” This disturbing question functions as a keystone, disclosing the cultivated disparities that exist as barriers to the academic progress and general wellness of learners maneuvering the difficulties of marginalized backgrounds. As we face this issue, it becomes apparent that considering variation is inadequate since a significant change is imperative. To illustrate the challenges of this matter, a curricular plan for enhancing balance should be structured and composed of inclusivity, exemplification, and reinforcement of its basis. By handling this inquiry, we commence a process to reshape the learning ideology to reflect the wealth and diversity of the global community. The importance of this question resounds far from the lens of academia to the core of community change, where learning is an incentive for eroding imbalances and promoting a peaceful existence of different ideologies and backgrounds. Thus, this curriculum plan is a reaction and proactive change to elaborate the education profile, making it available to each learner.
Theory to Practice: Curriculum Theory and Research
Deriving from critical pedagogy and culturally responsive teaching, the theoretical foundation of this curriculum plan is directed at strengthening the potential of learning to reflect and commemorate the different encounters of learners. Adopting the understanding of influential experts like Paulo Freire and Gloria Ladson-Billings, the plan corresponds with a standard idea that education should change confines to become a powerful tool for liberation and fairness (Corbett & Guilherme, 2021). As championed by Freire, critical pedagogy proposes learning that challenges cruel systems, promoting a participatory and changing education encounter. Likewise, culturally responsive teaching, as elaborated by Ladson-Billings, stresses the integration of varied cultural ideas into the curriculum to establish an accommodating and affirming learning environment (Tanase, 2021). These theoretical frameworks collaboratively underline the essence of moving away from educational challenges to cultivate a curriculum that corresponds with the facts of learners from marginalized societies, thus proving the changing power in education.
Indeed, incorporating these theories into the curricular plan is not random but is challengeable, informed by experiential studies on the outcome of exemplification in educational structures. Scholars and researchers in this sector depict an impactful understanding of the crucial advantages of different representations, stretching beyond the formal regulations of academic attainment to encompass the challenging aspects of socioeconomic growth (Mensah, 2021). The research element of the plan is a directive light, elevating the effective implementation of evidence-based techniques that agitate positive impacts for learners. Considering the extensive manipulation of representation in academic involvement, self-esteem, and general wellness, the curriculum corresponds with a booming theoretical and practical foundation. Therefore, merging critical pedagogy, culturally responsive teaching, and experiential study forms the basis for a general approach, promoting a proposed curriculum that resounds theoretically and is adopted in the effective realities of learner encounters and learning impacts.
Literature Review
The literature review, a basis of this curricular plan, engrosses itself in a rich prevailing research deliberating on the undeniable importance of exemplification in education. Discoveries from studies loudly confirm that learners facing an illumination of their backgrounds in the curriculum depict fostered academic performance and establish a broad sense of belonging and elevated self-worth (Darling-Hammond et al., 2020). This link between exemplification and positive effects changes the boundaries of learning, interlacing its manipulation into the core of the socio-emotional lives of learners. The literature review is an appealing tale stressing the changing power cultivated in a curriculum that illuminates its students’ different origins. Representation performs as a powerful incentive for strengthening learners to completely actualize their potential, promoting a vigorous link between the learning content and the lived encounters of the students. Thus, the literature review appears as an assumption of the vast outcome of representation, elaborating its responsibility on academic attainment and nourishing a general sense of self and belonging among learners.
In addition, the literature review exceeds its responsibility to delve into prosperous models of accommodating curriculum in different educational settings. However, through scrutinizing these models, the literature review focuses on filtering practical practices and gathering impactful lessons that can inform the curricular remedy (Ochieng & Waithanji Ngware, 2022). As such, these models function as the foundation of hope, illustrating that dedication to portrayal can be converted into sensible and duplicate techniques. The review investigates the elements that result in the prosperity of these accommodative models, delivering an understanding of the importance of execution and adjustment. Through this detailed analysis, the literature review aims to outline the vitality of representation and deliver an orbit for incorporating accommodative actions into suggested curricular remedies.
Proposed Solution
The suggested solution revolves around incorporating different ideologies and encounters into the curriculum for a valid representation of learners from marginalized societies. This involves randomly redesigning prevailing learning resources, textbooks, and teaching materials to illuminate the varieties of cultures, history, and voices that entail the leaner body (button, 2022). By introducing authors, tales, and examples that correspond with different origins, the curriculum becomes a forceful aspect for promoting inclusivity. Furthermore, applying a strict professional development program for instructors focuses on instilling them with effective proficiencies to present culturally responsive teaching. This program stretches beyond the surface position variation awareness, dredging into the pedagogical techniques involving learners from different cultures. To handle socio-emotional aspects, mentorship training, and reinforcing networks will be created to promote a sense of belonging and deliver extra resources for learners encountering several difficulties. The continuous assessment strategy will be different to make the learners display their comprehension through various ways, recognizing varying learning methods. Generally, this suggested remedy aims to develop a learning surrounding where each learner feels heard, respected, and reinforced, changing representation.
Limitations
The limitations of the suggested curricular solution are found in its execution difficulties. Although redesigning the curriculum is paramount, effective implementation might face logistical obstacles like securing updated materials and educating instructors at scale. The solution’s success greatly depends on learning institutions’ dedication to distributing materials for professional growth and the restructuring of materials (Marmolejo & Groccia, 2022). Furthermore, the appropriateness of mentorship training and reinforcing networks may differ as their outcome can be affected by issues like available resources and learners’ readiness to be involved. Continuous assessment diversification may encounter rejection because of standardized frameworks. Thus, these shortcomings require consideration in the suggested curricular solution, stressing the necessity for appropriate planning, resource distribution, and continual analysis to surpass barriers.
References
Corbett, J., & Guilherme, M. (2021). Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication. Language and Intercultural Communication, 21(4), 447–454. https://doi.org/10.1080/14708477.2021.1962900
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 1–44. https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791
lbutton. (2022). Chapter: Curriculum Innovations. Oer.pressbooks.pub. https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-curriculum-innovations/
Marmolejo, F. J., & Groccia, J. E. (2022). Reimagining and redesigning teaching and learning in the post‐pandemic world. New Directions for Teaching and Learning, 2022(169), 21–37. https://doi.org/10.1002/tl.20480
Mensah, F. (2021). Culturally Relevant and Culturally Responsive | NSTA. Www.nsta.org. https://www.nsta.org/science-and-children/science-and-children-marchapril-2021/culturally-relevant-and-culturally
Ochieng, V. O., & Waithanji Ngware, M. (2022). Adoption of Education Technologies for Learning During COVID-19 Pandemic: The Experiences of Marginalized and Vulnerable Learner Populations in Kenya. International Journal of Educational Reform, 105678792210760. https://doi.org/10.1177/10567879221076081
Tanase, M. F. (2021). Culturally responsive teaching in urban secondary schools. Education and Urban Society, 54(4), 001312452110266. https://doi.org/10.1177/00131245211026689
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