Modelling Interdisciplinary curriculum through Inquiry of Multiculturalism

Who is at the forefront?:

As education advances, there seems to be a split between progressive categorical curriculum and constructionist interdisciplinary curriculum. Both models of education provide means for students to learn fundamental lifelong skills. However, the theory of curriculum being of interdisciplinary approaches to education brings a completely new way of seeking knowledge. Similar to the other education systems that have been coming to light (i.e.: Finland, Denmark, Australia and New Zealand), students that learn through this comprehensive schooling system, eventually lead children to develop into experts by connecting all subject-matter to a specific topic. This curriculum correlates to all, rather than being efficient in a certain topic or subject like in our Western education systems. After which this 9-year comprehensive schooling is completed; by the approximate age of 16, the students will choose between an academic-track or a vocational-track. Both of which are 3-years in length, yet during the academic-tracks students can move onto higher-education streams or 'tertiary education', which comprise of further academic university learning or a polytechnic institution (applied sciences).

Figure 1: Finland; one of the few countries that use the comprehensive school systems

What about inquiry?:

Similar to the Western post-secondary systems, the comprehensive schools often focus on an accelerated appreciation on specializations which incorporate an inquiry model. This means that they not only provide exploration and creation based learning practices, but they introduce students to a theory-of-mind where interconnection of interdisciplinary topics is the key to proficient inquiry.

With such an interesting approach to current education, it is obvious to ask "how can I make this relevant in my own classroom?"

Well, with there being subject-based disciplines in our own education system, it becomes tedious to provide cross-curricular approaches to an already jam-packed list of required grade level expectations. In my previous blog post, I had mentioned that there are plenty of ways in which to achieve engaged learning: particularly relevant to language learning. By ultimately engaging students with topics that they enjoy and can use in real-world applications, they are able to appreciate and excel their learning implicitly. This internal-motivation helps teachers attain appropriated assessment that are backed up by provincial expectations. Motivation is absolutely key and can obtain the greatest senses of retained learning. One such example that I have employed (and that is mentioned in my previous post), is the use of graphic novels and graphic novel studies for educating students in either (or both) French/English or even Aboriginal education. Although it may be difficult to find appropriate, reliable and engaging texts, it helps substantially and gets students reading! It is an innovative curricular technique that can use many of the 21st Century Learning competencies.

Figure 2: Inquiry process: Kuhlthau et al, Melbourne, Australia.

Multicultural and Multilingual approaches:

Many of these countries that employ a comprehensive school system embark on transformative learning through a lens of different culture and language that argue the necessity of 21st century literacies. As Canada is officially a bilingual country (and argumentatively a multi-lingual country), we should be invoking a multicultural and multilingual approach to connecting educational content through various perspectives. Global citizenship is trending globally in many countries' education systems and Canada is re-writing its 'learning skills' to better adhere to character development for Canadian citizenship. This shift can be very beneficial, but without a sense of practicing perspective taking... There will not ever be a feasible way to put our feet into others shoes. With this in mind, I advise that starting with our French and/or First-Nations parts is our first step. Below is a video of a Starleigh Grass, of the Tsilhqot'in nation, who is a senior policy analyst for British Columbia's First Nations Education Steering Committee. Her duties include being an analyst of the Provincial assessment used in Public education systems. Take a look and have a listen!

As there are progressive efforts to incorporating multiculturalism into the classroom, having an immersive environment for students is a key-component to language learning. Whether it may be for English, French or Aboriginal education; the immersive powers of placing students into a cultural variance benefits via perspective taking approaches and better understanding of the language by culture. With this in mind for second-language learners, either ESL, FSL or other, it becomes relevant and vital to build on their rudimentary basics by using texts that engage the students. The idea of using graphic novels can have a capacity to be largely beneficial in a multicultural competent fashion (as mentioned in my previous post, the article written by UOIT and York University faculty). Students immerse themselves while reading by using visual cognition, which helps in meaning-making inquiry. When there are simply words put on a page, and this is particularly true for younger students, the advantages of having images accompany text are far better for language learning, retention and thinking. Often learners with only one language at their disposal think that translation practices are important. However, this is stereotype and common misconception... and teaching students to think in another language is a skill that can only be fully developed through cultural immersion.

Figure 1: Retrieved from the blog 'The Educator' by Ryan Crawley: https://www.theeducator.com/blog/finland-one-top-countries-education/

Figure 2: Melbourne: Longman Australia. Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided Inquiry: Learning in the 21st Century. London: Libraries Unlimited.