Abstract
The aim of this study is to evaluate 1st-5th grades curriculum objectives with regards to multicultural education principles in Turkey. To achieve this goal, document analysis of qualitative method was used. The curriculum standards of compulsory courses were examined by using Castagno's (2009) framework that offers six approaches for multicultural education. According to the results of this study, the total number of 2.44% objectives has been found related to multicultural education principles. There are not any objectives related with education for assimilation and education for social action approaches. When the number of objectives has been examined, it has been found that these programs answer education for amalgamation (0.51%), pluralism (0.93%), cross-cultural competence (0.89%), and critical awareness (0.67%) approaches. Overall, the programs do not include any objectives for education, for assimilation and social action; however, the curriculum did not appear to be designed to reflect the key principles of multicultural education.
Highlights
Today, humankind is facing with environmental and social problems which reached vast scales that Many countries employing the theories of multicultural education frame and conceptualize the term in accordance to their educational, social, cultural and structural diversity
The success of the multicultural education depends on all the dimensions of this system including the curriculums, teacher education programs, staff, teachers, students, school culture etc
According to the results of this study, traffic safety, game and physical activities and music courses do not include any objectives related to multicultural education
Summary
Humankind is facing with environmental and social problems which reached vast scales that Many countries employing the theories of multicultural education frame and conceptualize the term in accordance to their educational, social, cultural and structural diversity. The increase in diversity caused many educators to construct a curriculum to support and expand teachers’ and students’ knowledge of multicultural education. It is important to conceptualize school as a system. The success of the multicultural education depends on all the dimensions of this system including the curriculums, teacher education programs, staff, teachers, students, school culture etc. One of the developmental stages of multicultural education is the curricular programs consistent with the foundations of critical pedagogy. The effective curriculum is constructed to answer different needs of different cultures / groups and promote educational equity and social justice
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
