Critical Analysis
The intolerance
among adolescent is the pervasive and enduring aspect that is deteriorating the
fabric of every society (Knauss et al., 2015). In particular, the adolescents
in the UK experience substantial difficulties due to extreme diversity and
discrimination (Haydn, 2006). The curriculum at
local and national level comprised of prejudices and discrimination oriented content. The adolescent not only learns to categorize peoples based on learning and conditioning, but also learn to discriminate others through curriculum (Galam, S., & Javarone, 2016). The discrimination based on colour, race, ethnicity, religion and sect promote the feeling of hatred and radical beliefs among people, and they began to indulge in radical activities (Hughes, Grossmann, & Cohen, 2015). The current article intends to provide an in-depth understanding of how tolerance can be promoted among adolescent through curriculum development.
local and national level comprised of prejudices and discrimination oriented content. The adolescent not only learns to categorize peoples based on learning and conditioning, but also learn to discriminate others through curriculum (Galam, S., & Javarone, 2016). The discrimination based on colour, race, ethnicity, religion and sect promote the feeling of hatred and radical beliefs among people, and they began to indulge in radical activities (Hughes, Grossmann, & Cohen, 2015). The current article intends to provide an in-depth understanding of how tolerance can be promoted among adolescent through curriculum development.
To promote
tolerance among adolescents the assessment of the nature and level of tolerance
is mandatory to evaluate. The pre-test of the tolerance level would provide the
baseline for developing the lesson plan accordingly (Dillon & Maguire 2011).
Although assessments in academic settings are used for the various purpose, a
premise of this report is that their utility and effectiveness must ultimately
be evaluated by the extent to which they promote tolerance among adolescents
students. The assessment is mandatory to conduct as, the adolescents belong to
unique personality pattern, and manifest different reactivity level for
discriminatory behaviour belongs to a different sect, religion and race (Dillon
& Maguire 2011). Therefore, to evaluate the individual difference is
imperative to evaluate for making the diverse theme for curriculum development.
The assessment in educational setting occurs in two broad contexts, i.e.
classroom and large-scale assessment. The teachers and students carried out the
classroom assessment to assist learning, but also to determine the students’
summative academic achievement over a more extended period (Fautley &
Savage, 2013). The policymakers and educational leaders utilised the
large-scale assessment, to evaluate whether students have met the learning
goals.
Warren, Mellor
and Withers (2001) also proposed the assessment procedure for the pre and post
assessment of the level of tolerance such as exams, summative and diagnostic
teacher assessment. The classroom teacher may assess the academic achievements
and behaviour of the student through observation, interview, classroom
activities, creative and interesting lesson plans (Dillon & Maguire 2011).
The observational report used by teachers to assess the verbal or non-verbal
behaviour of the students helps in understanding the extent to which the
students need supervision for promoting desirable behaviour. The classroom
activities also found to be an effective source for the assessment of students
learning outcomes and behaviour (Fautley & Savage, 2013). The results of
the assessment provide the nature of schemas and vulnerability to develop
radical beliefs or level of tolerance among students. Similarly, the interview
or lesson plans found to be highly effective in classroom assessment that would
help in promoting tolerance among students.
As far as the
large-scale assessment is concerned, the literature is enriched with the
assessment tools used to measure the tolerance level or academic achievements
of the students. The everyday discrimination scales measures how adolescents
experience discrimination in there every day that further develop the feeling
of hater and intolerance among adolescents (Galam, & Javarone, 2016). The
how I think questionnaire measure the cognitive error among adolescents that is
another reason for lack of tolerance (Williams, & Mohammed, 2013). Empathic
Concern, Perspective Taking scale was used to measure the behavioural,
cognitive, emotional and thinking patterns of school/children (Hughes,
Grossmann, & Cohen, 2015). The strong relationship has been found between
empathic concerns and lack of tolerance among adolescents. The psychological testing
provides massive scales that measure the adolescent’s level of tolerance and
mental health. The complete and authentic assessment of the level of tolerance
helps in to determine the effective curriculum development for adolescents.
Critical Assessment of Implications for Professional Practice
The
professional practices required a multiple consideration to follow. The
implementations of curriculum for promoting tolerance need consistent effort
and attention (Dillon & Maguire 2011). I practice the activity-based lesson
plan to promote tolerance as literature suggested that the lesson plan covering
the significance of diversity may help in promoting acceptance and tolerance
for a diverse population and unfavourable situation among adolescents. The substantial
body of researches suggested that curriculum play a significant role in shaping
the behaviour of the adolescent. According to Waren, Mellor and Withers (2001),
the curricula at the high and secondary level is not sufficient to promote
positive social learning among people and explicit content regarding the
social, cultural practices also having gaps. Warren, Mellor and Withers (2001)
proposed some steps to promote tolerance through curricula such as
1.
Social
goals and priority should be intact during the course development.
2.
The
curricula should be student-oriented including discrimination, prejudices,
development (physical, social, emotional, psychological), equality, equity,
human rights, conflict resolution, problem-solving, and social relationship
etc.
3.
The
local culture, tradition, custom should be incorporated to teach the student
the proper ethics.
According to Waren, Mellor and Withers (2001), all the above steps
may promote tolerance among adolescents if incorporated appropriately. The
student’s needs to learn that if all the people would be given the same colour
to wear, same food to eat and same belief system. The beauty of life may
descend, the diversity in living standards, beliefs, customs and traditions
bring about the colours in life (Carr, Dweck, & Pauker, 2012). When the
students are taught about the differences in people religion, beliefs, custom
and historical aspect, they develop some schemas about the other group or
nation. These schemas turned into radical beliefs with time.
The diversity
of our world's including religions, languages, cultures and ethnicities is not
a pretext for conflict but is a treasure that enriches us all (Dillon &
Maguire 2011). Injustice and violence,
discrimination and marginalisation are common forms of intolerance. Through
revised lesson plan the student may learn more positive concept about diversity
(Benner, Crosnoe, & Eccles, 2015). Education for tolerance should aim at
countering influences that lead to fear and exclusion of others and should help
young people develop capacities for independent judgment, critical thinking and
ethical reasoning. I prefer both the assessment modality the teacher assessment
in the classroom (observation, interview, classroom assessment activities) and
the large-scale assessment tool for the assessment as well as management of the
students. Also, develop a lesson plan based on the assessment criteria to
promote tolerance. Literature is enriched with effective books and manual helps
in developing the activities covering the course content (Bhui, Hicks, Lashley,
& Jones, 2012). The activities based on the curriculum helps in developing
the interest of students in a lesson and further helps n breaking the rigid
schemas and promoting tolerance (Carr, Dweck, & Pauker, 2012).
The unpack
identity helps in identity formation that signifies how people with different
identities are respectful and unique, how their preference and orientation made
them unique and trustworthy. It also highlights the significance of individual
difference that helps in promoting tolerance among adolescents. The cognitive model also promotes the
tolerance for diversity in different cultures and regular life as well. The CBT
model define show thoughts leads to feeling and feeling further cause
behaviour. If we modify our thought, our feeling and behaviour can also be
changed. The student will understand that each person and culture is unique and
worth to respect.
Critical Assessment of Implications for the Learning and Well-being
of the Students
The well-being
of the adolescent is imperative for multiple reasons. The adolescents are the
age when pubertal changes occur in the physical, psychological and emotional
aspects. The adolescents experience substantial challenges from their parents
and society (Bhui, Hicks, Lashley, & Jones, 2012). If they behave like a
child, they criticised for their childish behaviour and advised to behave like
an adult. On the other hand, if they behave like an adult again criticised by
parents not to behave like an adult. The double standards of parents adversely
affect tolerance and mental health of the adolescents. The unpacked identity is
a helpful activity or anti-biased framework. The learning outcome of this
activity is following
•
To
develop positive social identities including the membership into multiple
groups of society.
•
Student
express pride, and positive self-esteem and attitude for self-identity without
denying the value and dignity of other peoples.
•
Students
show the high level of tolerance for the people belongs to other group or other
nation.
•
The
CBT model teaches that each person and culture is unique and worth to respect.
Literature
supported the findings that effective curriculum development and lesson plan is
effective for promoting tolerance among adolescents (Bhui, Hicks, Lashley,
& Jones, 2012). As a professional, I strive to design an effective lesson
plan for developing interest among student to understand the underlying concept
of the lesson and practice that principles in their daily living. Promoting
tolerance is a complicated step. Therefore the curriculum developers and policy
makers in the UK at a national and local level should design the effective
curriculum that discourages the discrimination, prejudice and promote tolerance
among adolescents at higher secondary schools.