ABSTRACT
Multicultural education has become a given in curriculum planning. Multicultural learning varies, of course, according to curricular setting, teacher preparedness and imagination, and other classroom dynamics. Teachers must be prepared for such teaching by becoming themselves culturally alive, recognizing their own cultural heritage, and becoming cognizant of their own and others’ cultural responses. Modeling the value of cooperative learning via team-teaching throughout the course engaged our students in cooperative planning activities from an interdisciplinary teaching perspective. Through their course-work, these student teachers have been trained in planning instructional activities that emphasize the interdisciplinary nature or problems. Characteristically, an interdisciplinary curriculum design deliberately brings together the full range of disciplines in the school’s curriculum: language arts, math, social studies, science, art, music, and physical education. The main point is to bring together the discipline perspectives and focus them on the investigation of a target theme, issue, or problem.
