Ethnocentrism in the School Curriculum

Ethnocentrism, the belief in the inherent superiority of one's own culture, can manifest in various subtle and overt ways within the school curriculum. This essay will explore examples of how ethnocentrism can permeate different aspects of education, potentially disadvantaging students from minority ethnic backgrounds and perpetuating cultural biases.

Disproportionate Ethnic Representation

One of the most evident ways ethnocentrism manifests in the curriculum is through the disproportionate representation of ethnicities. Children's reading books, for instance, often feature a majority of white characters, while characters from minority ethnic groups are either underrepresented or relegated to stereotypical roles. This lack of diversity can lead children from minority backgrounds to feel marginalized and misrepresented. Similarly, textbooks in subjects like history or literature might predominantly focus on contributions from Western civilizations, neglecting the rich history and achievements of non-Western cultures.

For example, research by Biswas et al. (2018) found that children's books published in the UK still showed a significant underrepresentation of Black and Minority Ethnic (BAME) characters. This lack of representation can limit children's understanding of the diverse world around them and reinforce existing power structures.

Ethnocentric Accounts of History and Culture

Beyond representation, the curriculum itself can be ethnocentric in its content. History lessons, for instance, might present a Eurocentric view of historical events, focusing on the perspectives and narratives of European powers while downplaying or ignoring the experiences and agency of other cultures. This can lead to a skewed understanding of history and reinforce a sense of European exceptionalism.

The teaching of literature, art, and religion can also reflect ethnocentric biases. The curriculum might prioritize Western literary classics, art forms, and religious traditions, with limited exposure to the rich cultural expressions of non-Western societies. This can create a hierarchy of cultures, implicitly suggesting that Western forms are superior or more worthy of study.

For instance, the emphasis on Shakespeare in the English Literature curriculum is often cited as an example of Eurocentrism. While Shakespeare's works are undoubtedly significant, prioritizing them over literature from other cultures can limit students' exposure to diverse perspectives and literary traditions.

Access and Opportunity

Ethnocentrism can also affect access to and opportunities within the curriculum. For example, certain subjects or extracurricular activities might be implicitly or explicitly linked to particular cultural backgrounds, making students from minority ethnic groups feel unwelcome or less likely to participate. Streaming or setting practices based on biased assessments can also disadvantage students from certain ethnic backgrounds, further limiting their access to a full and enriching curriculum.

Conclusion

In conclusion, ethnocentrism can permeate the school curriculum in various ways, from the representation of ethnicities in textbooks and literature to the content of history lessons and the range of cultures studied. These biases can have a detrimental impact on students from minority ethnic backgrounds, limiting their educational experiences and perpetuating inequalities. It is crucial for educators and policymakers to critically examine and decolonize the curriculum, ensuring that it reflects the diversity of human experience and provides all students with equal opportunities to learn and thrive.

**References:** Biswas, A., Durrant, A., and Maguire, C. (2018) ‘Representations of Diversity in Children’s Picture Books: A Longitudinal Study of UK Publishing’, _Journal of Children's Literature and Literacy_, 41(1), pp. 18-31.