TAI SOLARIN UNIVERSITY OF EDUCATION

IJAGUN, P.M.B 2118 IJEBU-ODE, OGUN STATE.

GROUP D
ASSIGNMENT TOPIC.
DEVELOP A MULTI-CULTURAL EDUCATION CURRICULUM FOR PRIMARY SCHOOLS.

NAMES ITEMS
S/N NAMES MATRIC NUMBER
151 MUHAMMEDJUMAH MOSIDAT 20220404151
152 AYODELE PELUMI ABOSEDE 20220404152
153 BABS-OLOKODE YEZEEDAH O. 20220404153
154 ONIGBINDE ELIJAH OLADEJI 20220404154
155 AYOADE AYOOLA EMMANUEL 20220404155
156
157 NOAH QUADRI OLAWALE 20220404157
158
159
160 OLAJIDE FAVOUR 20220404160
161 BALOGUN ISMAIL OLUWASEGUN 20220404161
162 OJELADE TEMITOPE SERAH 20220404162
163 YUSUF MUHEEZAT ADESUNLOLA 20220404163
164 AKINYELU JOSEPH ENITAN 20220404164
165 AJAYI PRISCILLA AYOMIDE 20220404165
166
167 OYEDIRAN SOFIAT OYEDOYIN 20220404167
168 ADEGBUYI EMMANUEL OLUMIDE 20220404168
169 SALAUDEEN ZAINAB OLUWAFUNMILAYO 20220404169
170 A. KAFAYAT. OLUWAKANYINSOLA 20220404170
171 NWACHUKWA AMAKA PRECIOUS 20220404171
172 ODUNBAKU DANIEL OLUWAGBENGA 20220404172
173 AWOTODUNBO COMFORT ENOLA 20220404173
 174 AMUSAN VICTORIA ADEDOYIN 20220404174
175 AYOADE FATIMOH TEMITOPE 20220404175
176
177 JIMOH OMONIYI MARIAM 20220404177
178 ADEYEMI OLUWATOYIN TITILOPE 20220404178
179 ADENUGA MARIAM YETUNDE 20220404179
180 ONYENWE CHIDERA FABIAN 20220404180
181 OGUNSUADA OLALEKAN DAVID 20220404181
182
183 SHOBOWALE WAHAB OPEYEMI 20220404183
184 ADEDEJI LATIFAT ADEBANKE 20220404184
185
186 SHOYOYE AYOMIDE SAMUEL 20220404186
187 OKETOLA T.JOSHUA 20220404187
188
189
190 MURITALA JAMIU ADEDIGBA 20220404190
191 TIAMIYU PELUMI ISLAMIYAT 20220404191
192 ODUNBAKU DANIEL O. 2022040412
193 ABDUL GANIYU ASHIATA AYOMIDE 20220404193
194 OROBIYI DEBORAH OLUWATOBILOLA 20220404194
195 ABDUL-KAREEM FAITHIA O. 20220404195
196 OLOYEDE TAIWO SARAH 20220496041
197 JOLAOSO JOEL OLANREWAJU 20220404197
198
199 LAZARUS GIDEON 20220404199
200 SOLOLA ELIZABETH OLUWABUKOLA 20220404200

DEVELOP A MULTI-CULTURAL EDUCATION CURRICULUM FOR

PRIMARY SCHOOLS.
The Multicultural Approach to Education
Multicultural education focuses on the transformation of the educational process to
promote the ideals of democracy in a pluralistic society. Learners are taught to
appreciate cultural diversity and differences as strengths and not as weaknesses.
Different authorities have endeavored to define the concept multicultural education and
most definitions seem to point towards one issue: the celebrating cultural diversity in
educational institutions.
Some have defined multicultural education as an approach to teaching and learning that
is based on democratic values that affirm cultural pluralism within culturally diverse
societies in an interdependent world Wilson (2012) defines multicultural education as
the type of education that relates to education and instruction designed for the cultures
of several different races in an educational system. Wilson (2012) further asserts that
this approach to teaching and learning is based upon consensus building, respect, and
fostering cultural pluralism within racial societies. Thus multicultural education
acknowledges and incorporates positive racial idiosyncrasies into classroom
atmospheres.
Factors affecting the implementation of multicultural education in schools.
The curriculum offered may not be relevant to the needs of individual learners. In recent
years there has been growing concern for children whose educational progress is
impeded by environmental handicaps such as poverty, membership of minority group,
or a background offering little emotional stability or cultural stimulation The handicaps
of those learners, usually referred to as “deprived” or “socially disadvantaged,” can be
removed or remedied by social educational action, compensatory programmers on a
wide scale and designed to improve education from pre-school through high school level
to youth training centers.
Lack of support from teachers and educational administrators has also contributed to the
no implementation of multiculturalism in the education system. According to Wilson
(2012), some people hold negative views about the concept as these have argued that
multicultural education can alienate and further fragment the communication and
rapport between ethnic groups. Bennett (1995) has argued that to dwell on cultural
differences as envisaged in the multicultural approach, is to foster negative prejudices
and stereotypes. This view therefore, subscribes to the argument that multicultural
education will enhance feelings of being atypical. Hence teachers and administrators
alike have often refrained from implementing multicultural education in schools.
HOW BEST MULTICULTURAL EDUCATION CAN BE IMPLEMENTED IN SCHOOLS
A number of strategies for full implementation of the concept have been brought
forward. Among these are inclusion and multilingualism Studies have found equitable
policies for multicultural policies being the way forward (Wilson, 2012), but there was
lack of passion and aspiration for support. However, Schwartz (1987) warns that
inclusion is good but parents and institutional authorities must continuously assess
progress and provide support to those who are included. For multicultural education to
succeed teachers should essentially want to teach every child according to his her needs
in a politically correct focus based on educationally sound principles.
THE TEACHERS` KNOWLEDGE LEVEL OF MULTICULTURAL EDUCATION
Majority 43(86%) of the respondents indicated that they were aware of what
multiculturalism was. Only 7(14%) indicated they were not aware of what it entailed.
However, the majority of the respondents, even though they had indicated that they
knew about the concept, not many were capable of presenting a meaningful definition
of the concept. From the responses, it would appear that the majority of the respondents
knew multiculturalism only as that system of education that encompasses all the cultures
in a given country. In one of the responses, a respondent defined multiculturalism in
education as “Education that encompasses all cultures”. This idea was prevalent in the
majority of responses. The definitions as provided by the respondents, falls short of what
most of the authorities.
Asked if multiculturalism was being practiced in schools, the majority, 45(90%)
indicated that it was not whereas only 5(10%) stated that it was practiced. A closer look
at what happens in most of the schools seems to suggest otherwise as multiculturalism
was being practiced in the majority of these schools. Culture huts were constructed in
the majority of schools, even the former Group a schools persevered for whites during
colonial rule, depicting the traditional Bantu homesteads. There was also marked
attendance to traditional dance in most schools though some cultural dances such as
“nyau” were not entertained in all schools.
TEACHERS` PERCEPTIONS OF THE BENEFITS OF MULTICULTURAL EDUCATION
The respondents were asked to enumerate what they felt were the benefits of
multicultural education in schools. The responses are presented in Table 2 below.
Table 2. Benefits of multicultural education (N=50)

Benefits No. % No. %

Valuing cultural uniqueness by all 12 24 12 24
Promotion of inclusion in schools 23 46 23 46
Appreciation of cultural diversity and differences as strengths and not as 11 22 11 22
weaknesses
Development of ability to identify with and relate to other groups 7 14 7 14

Table 1 shows that only 12(24%) stated that multiculturalism was beneficial in that made it
possible for all to value cultural uniqueness while some 23(46%) indicated that it
promoted inclusion in schools. Fourteen (28%) respondents suggested that it promoted
equal rights regardless of one`s culture while 26(52%) said it paved way for the
enrolment of learners from diverse backgrounds. The same findings have been
established by Mapuranga and Bukaliya (2012), Mda in Lemmer (1999), Quiseberry,
McIntyre, & Duhon (2002) and Shulman and Mesa-Bains (1993). For example, Mda in
Lemmer (1999) asserts that the benefits of multicultural education include the
enhancement of equal educational opportunities. There is therefore, inclusion of types
of learners in schools that practice multiculturalism.

HOW BEST MULTICULTURAL EDUCATION CAN BE IMPLEMENTED IN SCHOOLS

Table 4. Respondents` views on how best multicultural education can be implemented in schools.
Strategy No % No %
Change of attitudes
Availing resources 48 96
Reduce teacher-pupil ratio 48 96
Change of attitudes 23 46
Availing textbooks to reflect multiculturalism 45 90
involving the local community in the teaching/learning process 38 76
THE IMPLICATIONS FOR HIGHER AND TERTIARY EDUCATION
The respondents were asked what they thought teachers` colleges and universities could
do to enhance the availability of resources for multicultural education. Most respondents
were of the view that higher and tertiary education institutions had a pivotal role to play
in making sure that multicultural education was taught effectively in schools. The
following table shows some of the strategies that could be adopted towards this goal.
Table 5. Strategies to be adopted by higher and tertiary institutions to enhance the
effective teaching and learning of multicultural education.

Strategy No % No %
Enrolling students from diverse cultural backgrounds 23 46
Train adequate teachers to be able to teach multicultural education 46 92
Lecturers be involved in drafting of school syllabi to incorporate multicultural education 15 30
Lecturers to write textbooks and material on multicultural education 17 34

Multicultural Learning Model

According to the Big Indonesian Dictionary, the definition of education is the process
of changing the attitudes and behavior of a person or group of people in an effort to
mature humans through teaching and training efforts or even education can also be
interpreted as a process, method and act of educating. Education is the learning of
knowledge, skills, and habits of a group of people that are passed down from one
generation to the next through teaching, training, or research. Education often takes
place under the guidance of others, but it is also possible to be self-taught.
Multicultural education is a process of developing all human potentials that respect
plurality and heterogeneity as a consequence of cultural, ethnic, ethnic, and religious
diversity. Multicultural education emphasizes a philosophy of cultural pluralism in an
education system based on the principles of equality (equality), mutual respect and
acceptance and understanding, and a moral commitment to social justice. Multicultural
education began with the development of ideas and awareness about interculturalism
after World War II. The emergence of the idea and awareness of interculturalism is not
only related to developments in international politics regarding human rights,
independence from colonialism, racial discrimination, and others, but also due to the
increasing plurality in western countries themselves as a result of increased migration
from newly independent countries to America.
The purpose of Islamic education is not only to fill students' minds with knowledge and
subject matter but to clean their souls which must be filled with good morals and values
and conditioned so that they can live a good life. Think this is in accordance with the
purpose of multicultural education, namely, to create a harmonious life in a pluralistic
society. Multicultural learning is defined as an educational process that can guide,
shape, and condition students to have the mental or characteristics accustomed to living
in the midst of very complex differences, both ideological, social, economic, and
religious differences. With multicultural learning, graduates will have an attitude of
independence in realizing and solving all their life problems.
Multicultural education is to understand students, students, and all citizens in order to
get the inspiration of knowledge, attitudes and actions needed to carry out their
humanitarian roles in a pluralistic-democratic society and are needed to interact,
negotiate, and communicate with citizens from diverse groups in order to create an
ethical and moral social order that works for the common good. The principle of
multiculturalism teaches us to recognize the various potentials and legitimacy of the
diversity and socio-cultural differences of each ethnic group.
Departing from this principle, individuals and groups from various ethnicities in this
view can join society, engage in societal cohesion without losing their ethnic and
cultural identity, while retaining their rights to participate fully in various fields of
community activity. So that the cultural diversity behind, in front of and around us can
make the most valuable contribution to everyone. Based on the definition and objectives
of multicultural education, the multicultural education curriculum should contain
material that can present more than one perspective on cultural phenomena. To present
the diversity of perspectives in this curriculum, can be done in four stages, namely:
contribution level, additive level, transformative level. And the social action level. At
the contribution stage, the curriculum focuses on certain minority cultures, at the
addition stage, the curriculum introduces new concepts and themes. For example,
themes related to multiculturalism without changing the essential curriculum structure.
Furthermore, when at the stage of change. Learning management as practices and
procedures that enable teachers to teach and students to learn. Limits three factors in
learning management, including the physical environment (physical environment), the
social environment (human environment), and the teacher's teaching style (teaching
style). Classes with diverse cultural backgrounds of students are more in line with the
democratic leadership style of teachers. Through a democratic approach, teachers can
use a variety of learning strategies, such as dialogue, simulation, role-playing serration,
and case handling. Abdullah through dialogue, teachers can discuss the contribution of
various cultures and people from other tribes in living together as a nation.
The learning process is controlled by teacher, student pedagogy and curriculum factors.
There are several teacher qualifications needed in the context of developing
multicultural learning (Osler 2016) namely; (1) must have good teacher skills,
understanding, experience and cultural values so that they can understand their students
ethnically, racially and culturally different from them and can accept students in class
to learn together; (2) must always reflect itself by providing fair attitudes and treatment
to all students of different ethnic, racial, and cultural backgrounds and giving equal
treatment to students of different genders; (3) teachers are expected to enrich their
understanding of multicultural concepts, such as culture, immigration, race, sex, cultural
assimilation, ethnic groups, stereotypes, prejudaism and racism; (4) have adequate
knowledge about the history, characteristics, and internal differences in each ethnic
group and certain races; 5) perform comparative analyzes and be able to draw
conclusions about theories that can be used to manage social diversity so that it becomes
a strong potential for the nation. The multicultural education model includes the official
curriculum and the hidden curriculum (unwritten and planned curriculum, but the
process of internalizing values, knowledge and skills occurs among students).
THE CONCEPT OF THE TA'LIM ASSEMBLY
The ta'lim assembly is a solution to realize long-life education, therefore it is a shame if
its existence is not organized and does not pay attention to the needs of the community
and does not pay attention to the diversity of the community in it So nowadays ta'lim
assemblies are developing which consider the content of the learning curriculum, not
just a cultural recitation or delivering free religious lectures. In preparing the curriculum,
four components need to be made, namely objectives, programs, processes and
evaluations. The first thing that is decided in the preparation of the curriculum is the
goals to be set. The results of observations on the contribution of the goals of education
in the ta'lim assembly for the congregation in this increasingly materialistic-secular era
are primarily more appropriate for realizing lifelong education and are still largely
directed at the goal of deepening and enlightenment. Spiritual (faith) in addition to the
purpose of knowledge and skills
Multicultural Learning Model Implemented at the Sakinah Ta'lim Council, Bandung City
The Sakinah Ta'lim Council, which is located in the Ciwastra area of Bandung, is a
pioneering ta'lim assembly that started with the establishment of PAUD Plus Sakinah.
Over time, there were many requests from parents who took their children to PAUD to
learn to read the Koran while waiting for their children to learn. This was welcomed by
the manager so that a routine recitation for mothers was formed. Over time, this
recitation developed with various desires for recitation material, as well as becoming a
gathering place and a place to vent for residents who experience conflict in the
community. Starting from this, this recitation developed and was considered to be a
unifying forum for the community, which was initially very famous for its cultural
differences, social strata, and religious beliefs, which often had disagreements. The
multicultural learning model developed at the ta'lim assembly is an insertion model that
is integrated into subjects. In learning the Koran, Hadith, Tawhid, Fiqh, Morals, and
Dates, it is not uncommon for ustadz to embellish it with multicultural themes because
of the urgency of the needs of the community, which at first were prone to conflict.
The multicultural learning model developed in the ta'lim assembly can be seen in the
four stages of the learning curriculum if takes the opinion of James A. Bank according
to the literature review, which consists of: (a). Contribution level. This stage starts from
the lowest stage that must be understood by the congregation, given, and by the teacher
according to the subject to be given. Usually in the form of material that is basic/ builds
the foundation. (b). Additive level at this stage, other materials that are deepening or
other forms that must be understood are added. (c).
 DEVELOPMENT OF A MULTICULTURAL CURRICULUM IMPLEMENTED AT THE
SAKINAH TA'LIM COUNCIL, BANDUNG CITY.
This curriculum development is basically formed in four components, namely
objectives, programs, processes and evaluations as described in the literature review.
Based on the author's observations, in this ta'lim assembly there is no curriculum
development that is explained explicitly, but implicitly. Implicitly this ta'lim assembly
requires unity between different ethnic groups, social classes and religious differences
due to differences in the choice of community organizations. This can be judged from
the explanations of several mustami' in revealing the reality of community life in this
conflict-prone area, so they hope that these things can be eroded through the ta'lim
assembly as a forum for community development.
The process of running the entire ta'lim assembly program needs to be supported by a
good process between all parties. The clerics who teach in this assembly are clerics who
must have sensitivity to mutual respect for differences of opinion, not doctrinaire clerics,
and must broaden their horizons, be good at dealing with problems and be a unifier in
the midst of congregants' complaints that are prone to conflict. The financing of the
ta'lim assembly is handed over to the congregation in the form of contributions and cross
subsidies as well as routine kencleng. This kencleng is not only used as a teacher
incentive, but also to visit pilgrims who are sick or affected by an accident and to buy
recitation uniforms so that everyone can wear uniforms, even if financially cannot afford
them. Learning the Al-quran in this assembly consists of three parts, namely learning to
read and tahsin, learning to write, and interpretation. Based on the results of interviews
obtained from clerics who teach tahsin and interpretation. it is explained that the
multicultural based learning process is delivered using the insertion method, for
example when teaching the rhythm of the Koran it turns out that each one carries his
regional accent, this is where the role of the ustadzah must be smart in responding to the
situation of slipping. Explanation of regional cultural diversity. In fact, the rhythms of
the Koran that we learn actually come from Persia.
Furthermore, in the Tafsir al-Quran material in this assembly, there are two kinds of
discussion, namely juz 'amma and selected verses and chapter 1. For this multicultural
material, the wrapping method is used, which is wrapped in an explanation of the verse
when it comes to verses related to multiculturalism, for example. when the discussion
of interpretation reaches QS al Baqarah verse 256, then the discussion of tolerance is
given strengthening, not imposing the will according to the context of the verse which
means: "There is no compulsion in (adhering to) religion (Islam). Verily (the difference)
is clear between the right path and the wrong way.
In moral learning, multiculturalism materials are found a lot, such as in the material of
mutual respect, tolerance in responding to differences of opinion, economic strata,
differences in organizational choices and others. This material is sometimes packaged
with selfish shalih stories told by the ustadz or watching together through a selection of
stories that are shown by the ustadz through the in focus layer. In learning the date,
many things are easily inserted into multiculturalism, such as when telling the story of
the destruction of the people of Lot due to the destruction of moral joints, how the
Prophet SAW built the values of justice, law enforcement, and protection of minority
groups, through the Medina charter, for example.
CONCLUSION
Learning material development model in multicultural perspective applied at the
Sakinah Ta'lim Council, Bandung City. In the learning process at the Sakinah Ta'lim
Council, the model for developing recitation materials with the theme of
multiculturalism is inserted in the field of study being studied, which consists of al-
quran, Alhadist, Tauhid, fiqih, moral, history. The impact of this research is to provide
multicultural-based learning, thus providing an understanding of tolerance between
individuals in learning.
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