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Multi Cultural Perspectives - Coggle Diagram
Multi Cultural Perspectives
Why does it matter that
we study diversity?
Because the past
IS
diverse
All pupils need to
see themselves
in
the past
Pupils need to have
knowledge about people
who are
different to them
Introduction
Respecting global
voices
Multi Culturalism
not an 'add on'
or tokenistic
Multi Culturalism is
at the heart of
humanities, of
being human
Humanities is about
encountering
'other', to develop
openness to live
with those around us
Do away with
'doing diversity'
Curriculum reviewed
& critiqued by
multi ethnic scholars
Driving Principles
in the Curriculum Design
Are the pasts of our
community represented?
Are pople in modern
Britain represented?
Do visuals show
diversity and do they
have respect & dignity
Do we include historians,
geographers from representative
range?
Do we include trans-national
topics, avoiding Brit-centric
content?
At the end, will they know:
the role of women
People of Colour have lived here since ancient times
Stories: People of Colour are not just victims
Jewish & Roma people have a history beyond persecution
There have always been less visible groups (e.g. LGBT+)
A diverse past helps us understand a diverse present?
The HEP Curriculum
How is it 'Exceptional'?
How does it avoid tokenism
and how doe it say 'you belong')?
Ordering
World History before
British / European
Not just chronology:
children arrive at each new
stage with different eyes
A tem and a half spent
in the Middle East, connected
to many of our pupils'
heritages
Integration
'
Usualisation
' - making
diversity the norm (diverse
beach goers, black farmers, black
archeaologists, tourists NOT just
white people going somewhere
'foriegn')
Visuals represent modern
Britain
Challneging the
'Jesus was white'
stereotype
NOT and add-on...
It is normal to see diverse
images, to hear diverse voices
Preparation
More sophisticated
than 'ordering'
e.g. Black Romans
in Britiain at end (children
have complete context
before they encounter)
e.g. Stories across units
of Hinduism
Rich stories, gets them
used to concept of
Dharma
No 'dipping in'
Rich storytelling creates
'schemata'
Gradual teaching of
disciplinary dimension:
challenging colonial perspectives
slavery, empire
strong focus on Africa
Connection
Migration stories
Teachers, Children -
Shows strong connection
to history and geography
Their stories ARE the
curriculum; they belong