Multicultural education : a critical analysis of policy and curriculum

Connors-Stack, Margo (1995) Multicultural education : a critical analysis of policy and curriculum. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study is a critical analysis of the Government of Newfoundland and Labrador Multicultural Education Policy: Responding to Societal Needs (1992). It is also a critical examination of the materials prescribed for the current Grade Nine English literature curriculum in the Province of Newfoundland and Labrador in relation to the Multicultural Education Policy and multicultural education in general. -- The Multicultural Education Policy is analyzed to determine whether it presents a clear understanding of multiculturalism; a clear vision of multicultural education; a framework and philosophy for curriculum revision; as well as a recognition of the challenge geographic isolation and ethnic homogeneity present to multicultural education. -- The literature materials are examined to determine the extent of multicultural spirit or representation contained therein. The potential for the literature materials to foster an understanding of multiculturalism, to be used in a multicultural education curriculum, and to bridge geographic isolation and ethnic homogeneity is presented. -- The Multicultural Education Policy is found to present a superficial understanding of both multiculturalism and multicultural education. The sampled literature materials are found to be generally inadequate for use in a school curriculum dedicated to multicultural education. -- The analysis of the Multicultural Education Policy and the sample literature materials provide implications for the future implementation and effectiveness of multicultural education in Newfoundland and Labrador. Recommendations for the implementation of multicultural education in the Province are provided, as well as specific recommendations concerning the Grade Nine literature curriculum materials in relation to multicultural education. Finally, critical questions are raised as possibilities for future research in the area of multicultural education in Newfoundland and Labrador.

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