Culturally responsive curriculum

評估文化相聯的課程教材

Several checklists for evaluating instructional materials can be found in the literature on CRC. Gollnick and Chinn (1991) identify six forms of subtle and blatant bias that teachers should look for in textbooks and other instructional materials: invisibility, stereotyping, selectivity and imbalance, unreality, fragmentation and isolation, and language bias. The 10-item checklist provided by Chion-Kenney (1994), which covers many of the same points as the Gollnick and Chinn list, focuses on biases against Native Americans found in textbooks.

許多有關評估教學教材的清單可以在研究文化回應課程的文獻發現。Gollnick 和Chinn (1991)確認了六種微妙與炫耀的偏見，教師應該從教科書和其他教學教材裡找尋出來的：這些偏見是：不可見、偏見、可選性與不均衡、虛幻、破碎與孤立以及語言偏見。Chion-Kenney(1994)所提供的“10項目清單”裡，也有許多項目與Gollnick 和Chinn的清單相同，這些相同的項目都聚焦於教科書裡所發現的美國本土偏見。

Typical inappropriate treatment of African Americans, Native Americans, Asian Americans, and Hispanic Americans includes the "side-bar" approach, the "superhero" syndrome, and the "one size fits all" view. Side-bar treatment occurs frequently in textbooks, where presentation of ethnic experiences is limited to a few isolated events, frequently relegated to a box or side-bar, set apart from the rest of the text. Another frequent misrepresentation of certain ethnic groups occurs when only exceptional individuals, the superheros of history from among that race or cultural group, are acknowledged. Instructional materials frequently reflect cultural bias through one size fits all generalization, by implying that there is a single Hispanic, African, Asian, and Native culture. This view fails to recognize that considerable cultural diversity exists within each of these groups and that even within a cultural subgroup, culture changes over time (Escamilla, 1993).

非裔美國人、本地美國人、亞裔美國人及拉丁美裔美國人之典型的不適當處理方式包刮：測攔取向(side bar approach)、超級英雄症狀(superhero syndrome)以及以「一種教材用於所有人」(one size fits all)(可用「一材百教」嗎?)的觀點。測攔處理方式經常出現在教科書裡，教科書所介紹的民族經驗只限於一些孤立的事件，常降低成方框或測攔，使其與其他內容不相同。另外一種介紹是只選擇某民族的一些卓越的個人，不同種族或文化中的歷史英雄。教學教材常反映文化偏見，一種教材使用於所有世代，這只是說明單一文化，如拉丁文化、非洲文化、亞洲文化或本土文化而已。這個觀點無法理解多元文化，每一種族文化都參雜其他種族文化的成分，即便是一個小族群均，其文化也會與時光變遷的(Escamilla, 1993)。

資料來源： http://www.ericdigests.org/1995-1/curriculum.htm