Religious Oppression in Multicultural Curriculum Essay

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Updated: Dec 14th, 2023

Introduction

Multicultural education encompasses such critical issues the consideration of which is crucial for the harmonious life of society. The educational process aimed at building a tolerant and inclusive society should go beyond simple transferring of knowledge and information; it should equip students with cross-cultural competence (Banks, 2015). Table 1 reviews a diversity curriculum aimed at investigating the topic of religious oppression.

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Instructor Name:

Lesson TopicConceptual Understanding of Religious Oppression.
Lesson RationaleDue to the current setting regarding the recurring religious conflicts and clashes, the curriculum will be aimed at overcoming stereotypes emerging around heterogeneous groups and maintaining an inclusive educational environment that encourages diversity.
StandardsAnchor Standard 1 (CCSS.ELA-Literacy.CCRA.SL.1): “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively” (“English language arts standards”, 2017, para. 1).
EvidenceContemporary educational institutions are heterogeneous organizations that furnish educational services and include diverse groups of students and employees who differ in various attributes such as cultural and religious backgrounds. The heterogeneous organization of the educational process presupposes the interaction of students with different backgrounds at the same level and ensures equal access to the educational environment for all students regardless of their peculiarities (Dover, 2015).

Consequently, the task of educational institutions is the provision of religious pluralism. In order to take into account the existing religious diversity and manage it effectively, educational institutions should form an inclusive educational environment. In connection with this vision, the main objectives of the educational process will be to orient at building equal educational opportunities for all students by increasing the awareness and tolerance in them and creating a favorable educational atmosphere that will contribute to the social self-location of adult students (Dover, 2015).

Desired Results/Learning OutcomesCourse learning outcomes to be achieved as the result of the curriculum implementation:
  • Establishing a safe and tolerant learning environment inclusive of all students (Hollins, 2013);
  • Raising their awareness of global issues such as religious oppression and the barriers that they form;
  • Promoting critical thinking to enforce cross-cultural awareness and avert stigmatization and discrimination;
  • Developing positive self-image of the diverse students (Banks, 2015);
  • Educating students on the importance of social justice and inclusive society.
Learning/
Teaching
Activities
Stage 1: Introduction to the topic (15 minutes; Professor – Class mode).

The teacher will ask the students to brainstorm their ideas on the topic of religious oppression to investigate their background knowledge and initial representations.
After brainstorming, the educator will cover the basic domains and concepts related to religion, confessions, oppression, and discrimination based on religious differences.

Stage 2: Religious family backgrounds (40 minutes; Group discussion).

The purpose of the activity is to enable students to place themselves in the religious context and reflect on their self-image. The students will share their cultural and religious heritage reflected in their name, background, and traditions exhibited in their family. Part of the assignment will be to compare and contrast the differences they notice when talking about religions and nationalities (Hollins, 2013). The integral outcome will be to allow students to conduct self-identification within diverse cultural contexts.

Stage 3: Religious privileges (45 minutes; Group discussion and Professor-Class mode).

The students will discuss and create a chart of privileges that the representatives of different confessions can have. In particular, they will address if they have any privileges in the USA. After that, they will be required to discuss the experience of people who do not have the same religious privileges and what its consequences or effects are.

When the group discussion is over, the professor will collect the lists and create a chart based on students’ answers to reflect on the rightfulness of keeping certain population groups underprivileged and the way the US Constitution oversees this issue. Break (15 minutes).

Stage 4: Types and Levels of Oppression (History and the Modernity) (45 minutes)

The professor will present the information regarding the types of oppression that have been exhibited throughout the history of the USA and the levels of discrimination faced at present. The particular emphasis will be made on the current events (for instance, terroristic acts that occurred and their influence on the society’s perception of particular religious groups). Students will share and justify their opinions on the latest occurrences.

Stage 5: “At Play in the Fields of the Lord” (Brincando nos Campos do Senhor) (the USA, 1991) (40 minutes)

The professor will show excerpts of the movie to encourage students’ thinking about the manifestations of oppression and will provide explanations to them to drive students’ comprehension.

Stage 6: Social Activism (30 minutes)

The educator will ask the students to compile the ideas they gained from the movie with the Constitutional safeguards for religious freedom and the values promoted by society and analyze the way individuals can become active participants in changing society to become more inclusive.

Stage 7: Closing questions (10 minutes; Professor – Class mode).

Materials NeededTextbook, handout materials on types and levels of oppression, DVD with “At Play in the Fields of the Lord” movie.
Assignment / Follow-upGroup assignment: Analyze issues of religious oppression faced by you (your family, friends, partners, closest people, or people that you know personally).

Compile a list of stereotypical portrayals of people belonging to diverse religious confessions (based on levels and types discussed in class). Enumerate both positive and negative stereotypes/prejudices that you or people you know have come across and specified the problems and barriers that have emerged as a result of these prejudices.

Table 1. Core details of the curriculum.

References

Banks, J. (2015). Cultural diversity and education. New York, NY: Routledge.

Dover, A. (2015). Teaching for social justice and the Common Core. Journal of Adolescent & Adult Literacy, 59(5), 517-527.

English language arts standards. (2017). Web.

Hollins, E. (2013). Transforming curriculum for a culturally diverse society. New York, NY: Routledge.

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IvyPanda. 2023. "Religious Oppression in Multicultural Curriculum." December 14, 2023. https://ivypanda.com/essays/religious-oppression-in-multicultural-curriculum/.

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