Cultural Diversity and curriculum

Culture, to the sociologist, is a natural term that includes everything that is learned and
man made. Schools are formal institutions specially set up for the preservation and
transmission of culture. Schools seek to discharge this function through the curriculum
which is the sum total of learning experiences provided through it.
However, it is observed that society is now moving away from a homogenous culture
towards one of diversity and plurality.
The shift in trend can be attributed to the following phenomena:
Diversity in values and lifestyles (being different is now a socially sanctioned
idea);
Renewed interest in ethnic history (people have developed a new interest in their
own history and personal heritage): and
Development in tele-communications (people have been reminded of their links
with cultures in other parts of the world).
However the important feature of curriculum development is how the curriculum
portrays cultural values. It has been taken for granted that school curriculum represents
a class-free, non-controversial fund of knowledge, which is good for all children in
that particular school. Certain schools have tried to transmit what they have assumed
as "culture free knowledge, language, sciences, mathematics, arts and crafts, physical
education", and so on -which is believed to be needed by one and all for the all round
development of one's personality. It is also accepted that those who failed to respond
to such curricular treatment, either because of poor home background or other socioeconomic
reasons, should be given compensatory education to make up for their cultural
disadvantages and deprivations. Deprivation, it is now argued, can have meaning only
as an economic notion and instead of taking a patronizing attitude by labeling working
class children as culturally deprived. The schools reorder their curriculum, taking into
account the culture richness and energy of the class of children, who are economically
deprived. For example, in India, children with diverse cultural backgrounds study in
the same class and follow the same curriculum. They speak different languages, have
different food habits and practice different religions, etc. Hence, the curriculum planner
has to derive a curriculum that cater to the needs and interest of the different sections
of people while at the same time pursuing worth while knowledge, values and skills. In
a pluralistic society a common culture cannot be forced on all, since it is accepted that
one sub culture or culture is as good (or as bad) as any other. Hence we see that
social changes have their impact on curriculum planning. As' long as a society is
dynamic, the debate over the aims of education will stir up changes, which is the sign
of a healthy society. (Beane, et. al. 1986).