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The curriculum is an area where different branches of knowledge, values, viewpoints, and cultures are displayed. Since the design and planning of its contents are related not only to students’ learning experience and quality, but also to the realization of educational opportunity equality, the curriculum has become an important facet from which researchers approach multicultural education. The emphasis of multicultural education’s rationales on diversity, respect for individual differences, social justice, and equal opportunity puts under scrutiny both the current content of curricula and approaches of knowledge construction, resulting in the keen argument of multicultural curricula and a series of controversies. This article first depicts the aspects of controversies about curricula and its dilemma from the standpoint of multicultural education, and then delves into the association between cultural differences and knowledge construction of curricula to explore the pathway of multicultural curriculum transformation. Through the shift of curriculum practice paradigm, some prospective rationales and approaches of curriculum transformation and its practice are thus revealed.
|Appears in Collections:||教師著作|
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