Multicultural Curriculum Education Strategies for Attaining Safe Schools: Social Studies Perspective
Abstract:
The study explored multicultural curriculum education strategies for attaining safe schools from the social studies perspective. The study is an expose-facto research design. The study instrument was the Planning School Security with Multicultural Education Questionnaire (PSSMEQ). The instrument’s reliability was tested using the test re-test method with Pearson r correlation coefficient, which was found to be 0.76 and was deemed reliable. The instrument was rated on a four (4) point scale. Data were analyzed with descriptive statistics and t-tests for the research questions and hypotheses testing. The findings indicates that teachers responded that students embrace multicultural tenets in schools; teachers embrace the suggestion that multicultural education can be integrated into secondary school education. The hypotheses also showed that teachers do not differ on multicultural tenets when planning school safety. It was recommended that the government create a conducive atmosphere for multicultural education to be integrated into the school curriculum, provide accommodation for student interchange to other regions for schooling, and encourage students to come to school to be exposed to multicultural education, amongst others.
KeyWords:
Multicultural Education; Multicultural Education Curriculum, Educational Strategies; Safe Schools; Social Studies Perspective.
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