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Multicultural Curriculum Development

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Multicultural Curriculum Development

Course Name and Description

The multicultural curriculum design chosen is based on “ethnicity and while privilege”.

The course name is “Professional Development”. This is because the full topic will discuss

various aspects associated with ethnicity and white privilege. The idea is that eliminating

ethnicity and white privilege will facilitate more harmonious coexistence among individuals of

diversified backgrounds thus enhancing professionalism in workplaces as well as in the society

in general.

Racism greatly affects many individuals across the world whereby one race is considered

superior than the other. In many instances, racism seeks to uphold dominance via a complex

system of policies, language, behaviors, and beliefs (Bell, Funk, Joshi & Valdívia, 2016). In

particular, racism is exhibited at both individual and institutional level, and explains the

pervasive perception that white culture is superior to other cultures especially among blacks.

Racism is manifested and portrayed through human behavior such as employment discrimination

and hate crimes at organizational and individual behaviors respectively. The course will discuss

foundational concepts of racism and ethnicity, manifestations of racism, and explore various

ways that are capable of fighting and healing racism (Bell, Funk, Joshi & Valdívia, 2016).

The curriculum will also look into white privilege, which is provides a transparent

preference for white people. White privilege presents white individuals with “perks”, which are

not enjoyed by colored individuals (Solomon & Daniel, 2015). The aspect of white privilege is

also believed to create real advantages for the whites such that they are immune to some

challenges. Moreover, it shapes the world that the whites live in terms of the way they move and

Introduction needed.

white

Very good details.

place 'perks' in italics

Multicultural Curriculum Development

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interact among them and across the world. In order to understand the concept of white privilege,

the course will focus on the historical foundations of white privilege and the importance of

intersectionality (Solomon & Daniel, 2015). The course will have an ultimate objective realizing

important insights on professional development among the learners.

Course Learning Outcomes

The course will provide important information regarding the concept of racism and white

privilege to the learners. Specific course objectives and outline of topic and subtopics will be

established so as to realize the desired course learning outcomes, which are discussed below

(Loughran, 2014).

By the end of the course, learners should have;

i) A good understanding of the importance of confronting race despite the taboo of race

– this learning outcome will specifically will basically equip learners with knowledge

on how to deal with racism encounters as a way of encouraging successful

coexistence among individuals.

ii) A good understanding of the foundational concepts of race and ethnicity – in this

case, learners will be able to understand the origin of racism and how it grew to

becoming a serious social issue as it is faced today. Having that knowledge is crucial

is providing creativity among learners on how to deal with racism.

iii) Expansive understanding of the concept of white privilege – in this case, learners will

know various concepts involved in white privilege and the way it is manifested.

Place the heading in the center.

be able to:

Explain

Describe

Express an understanding...

Multicultural Curriculum Development

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iv) Comprehensive understanding of the historical foundations of white privilege – this

area will basically help learners understand how white privilege started and how it

has grown overtime

v) A better understanding of manifestations of racism – learners will be able to identify

various cases that deem human behavior as racial

vi) Substantial knowledge that facilitates them to explore various ways that can

successfully fight and heal people from racism and white privilege – here, learners

will be equipped with knowledge on how to deal with racism and white privilege with

an objective of eliminating the social perceptions.

In order to realize the aforementioned course learning outcomes, the course will have thoroughly

discussed aspects of examining whiteness, the history of white supremacy in United States, the

emotional lives of white people, the anatomy of white guilt, racial identity development, racial

identity journey, different ways of being white, white privilege and power, as well as

development of positive white identity (Bell, Funk, Joshi & Valdívia, 2016).

Lesson Plan (Matthews Bogle, Boles, Day & Swan, 2013)

Lecture’s Name: …………………………………………………. Date: ……………………

Course: Professional Development

Topic: Racism and White Privilege

Duration: 4 Hours

Now, with the citation, some details are needed. How do they support your lesson plan?

Research

rewrite this one using the word Identify

Explore

Multicultural Curriculum Development

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Time Content and Teacher Activity Student Activity Resource

9.00 a.m.

9.10 a.m.

9.30 a.m.

9.55 a.m.

10.15 a.m.

10.30 a.m.

11.00 a.m.

 Register

 Outline the objectives of

learning racism and white

privilege

 Introduction of topic; define

and describe racism and white

privilege

 Question and answer session

to ensure that the basic

concepts of the lesson are well

understood by the students

 examining whiteness

 the history of white supremacy

in United States

 the emotional lives of white

people

 the anatomy of white guilt

 racial identity development

 racial identity journey

 white privilege and power

students to discuss in

pairs the description of

racism and white

privilege

Active listening

Listening and

answering questions

Listening and asking

questions

Watching and asking

questions

Register

Handout

Handout

Handout

Handout

PowerPoin

t

Multicultural Curriculum Development

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11.20 a.m.

11.40 a.m.

12.00

p.m.

12.15

p.m.

12.35

p.m.

12.50

p.m.

 Development of positive white

identity.

 Recap of the lesson

 racial identity development

 racial identity journey

 white privilege and power

 Development of positive white

identity.

 Recap of the lesson

Listening. Watching,

and asking questions

Listening and writing

notes

Listening and asking

questions

Discuss in pairs the

understanding of the

subtopic

Listening and writing

notes

Watching and

listening

Offer answers

Handout

Note books

and pens

Course

book

Handout

PowerPoin

t

Multicultural Curriculum Development

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References

Bell, L. A., Funk, M. S., Joshi, K. Y., & Valdívia, M. (2016). Racism and white privilege.

Teaching for diversity and social justice.

Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher

Education, 65(4), 271-283.

Matthews, D., Bogle, L., Boles, E., Day, S. L., & Swan, K. (2013). Developing communities of

inquiry in online courses: A design-based approach. In Educational communities of

inquiry: Theoretical framework, research and practice (pp. 490-508). IGI Global.

Solomon, R. P., & Daniel, B. M. (2015). Discourses on race and “white privilege” in the next

generation of teachers. Revisiting the Great White North? Reframing Whiteness, Privilege

and Identity in Education, 193-204.

Publishing information is missing.