Critical Project #2

Equal Curriculum and Funding: A discussion on Issues
By Kathleen Hagerty
Two factors that were seen as extremely important for teaching and learning were teaching an equal curriculum as well providing funding for the schooling. The curriculum should reflect accurately the class structure and inequities that exist in the United States (Gollnick & Chinn, 2009, 114). This importance of reflecting on integrating the curriculum to incorporate the lack of funding within the United States effectively and fully is through understanding society. As an educator within the United States, one must be aware of every individual student that comes within your classroom. An educator needs to be aware of the student’s background, their socioeconomic status, and their values. Gollnick and Chinn (2009) discussed how the textbooks and curriculum focus primarily on one socioeconomic group status “Curriculum and textbooks usually focus on the values and experiences of a middle-class society” (p. 114). This statement displays how much an educator needs to work in order to incorporate all students effectively into the curriculum. For example within a social studies curriculum, it is important for an educator to incorporate not only the heroes and important information pertaining within the United States as well as around the world. It is important as an educator to be aware of the education that is taught within the classroom excels into the real world for many students varying on their socioeconomic status. Gollnick and Chinn (2009) discussed the importance education has on students in the classroom relating to the real world by discussing how students who are within the lower socioeconomic status heavily embrace what they learn within the classroom and take the lessons as experiences. Providing adequate funding within the schools and education can lead to a more accessible way for an educator to attempt to incorporate and accommodate all of their students’ equally in the classroom. Unfortunately, funding is not easy to come by and is also difficult for many schools to have. Currently within private schools funding is limited as well as within public schools at this time. Due to the economy, many schools are struggling not only with funding for their school and supplies but maintaining their staff. In January 2009, the Board of Education once more brought up the idea of “freezes”. The term “freeze” involves hiring new educators within the schools, a full interview process for substitutes, and salaries maintaining but not increasing. It was interesting that a Superintendent was mentioned in the brief stating the cut would consist of almost 4 million dollars (Board of Education, 2009, Briefs from January 27, 2009, Website: http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.) How can an educator plan effective lessons with limited funding in their schools? Also, how can a school with little funding incorporate technology and multicultural education within the curriculum?
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Board of Education, Briefs from January 27, 2009, 2009. Retrieved: October 12, 2009. http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.