[[alternative]]The Study on Theory and Practice of Multicultural Curriculum

[[abstract]]The main purpose of this study was to inquire the theory and practice of multicultural curriculum. This thesis attempted to explore the meaning of multicultural education and multicultural curriculum. In order to understand the research approach, the trends of multicultural curriculum, and the propose of the critic idea, this study also analyzed the research of multicultural curriculum from 1986 to 1998. Based on the above inquiry, five major conceptions are drawn from the theory of multicultural curriculum: the practicing of social justice, the opening of difference, the learning of social cultural, the representation of history and voice, as well as the building of communication and dialogue. The study of the practice of multicultural curriculum, which includes the revealing of school knowledge, the implications, the pedagogy of cooperation and inquiry, and the teacher preparation, illustrates the whole picture of multicultural curriculum. The suggestions are as follows: 1. Educators should view the inclusion, dual respect and understanding as the essentiality of multicultural curriculum. 2. School knowledge should include students' culture, life experience, and social resource. 3. Curriculum planning and design should be the combination of schoolteachers, multicultural scholars, the curriculum experts, and others. 4. Multicultural curriculum should change from attached model to immerse, integrative, transformative, and social action model. 5. Communications are encouraged and increased among schools. 6. The schools are considered as a social system for multicultural curriculum reform. 7. Teachers should promote their images and reflective thinking of multicultural curriculum. 8. Teachers should cooperate and learn from one another. 9. All the educational resources should be integrated for efficient implications. 10. Social participation is promoted to establish a multicultural society.