Co-curriculum

One way a teacher can do to prevent 13 May 1969 reoccur is organized co-
curriculum activities. Teacher can encourage the school to celebrate different
festivals. By celebrating different culture, students can see the differences in term of
food, dances, ceremonies that was carried along the festival. In this way, it will give a
chance to students to know their friends culture. Throughout this activity, the ethnic
relation will become stronger and closer too. The cooperation between the ethnics
can be fostered and mutual help will always be lent by them whenever they needed.
Moreover, celebrating different festivals allow not only the students, but the
community of the school itself to see the beauty and to understand the other culture.
Woolfolk (2010) said it is to help students to understand how the implicit cultural
assumptions within a discipline influence the ways that knowledge is constructed
within it. It creates discipline and respect value in the students towards other culture.
Plus, it can improve students retention and connection to the school. When they see
this, it will stimulate their eagerness to know more about the culture. They will
become more independence to find source and information about the culture.
Furthermore, a teacher can form Cintakan Negara club in the school.
Bergenhenegouwen (1987) said nationalism and patriotism can be form by giving
ideas and learning through a club where informal education can be done aside from
academic curriculum. Throughout this club, students will be taught to be more
patriotic towards the country. Teacher can suggest activities such as visiting war
memorial, creating Cintakan Negara day where lots of activities such as colouring
national and states flags, building mini memorial using recycle stuff, and singing
national songs competition, National poem competition and oratory competition.
These events can instil patriotism in the individual and create a very peaceful
heterogeneous group. Students will be more respectful towards other culture and it
helps to decrease the cultural gaps between the cultures. Additionally, the club can
motivate students to learn history. Through history, it can developed creative thinking
of the students and try to learn beyond the headlines in this modern world. It is also
help students to ask questions properly and building their confidence to express their
own opinion.
Besides, teacher can use sport event as a tool to promote unity. Sport event
is an opportunity for students and teachers to know the differences in culture.
According to McLaren (1998) as cited in Provenzo Jr (2002), it is unintended
outcomes of the schooling process. Sport event can give outcome without teaching
strategies. Teacher can put students with different cultural background in one team
so they can mingle around and get to know each other better. In this process,
students learn to work together as a team. They have to accept others that different
from them. In line with, they will learn other culture better by sharing knowledge,
ideas, languages, skills, strategies and methods to win in the event.
















Conclusion
To conclude, there are many ways to develop pedagogy in which relevant to
the culture. Teacher can create a culture similar to culturally responsive teaching by
using prior knowledge, authentic materials, experiences, and performances to make
learning more creative and to strengthen the bond between diverse students. Other
than that, it infuses knowledge, concepts and procedures. School are complex social
settings and full of surprise (Provenzo Jr., 2002). There are numbers of aspect that
can be considered in developing culture pedagogy throughout curriculum and
academic performances. The aspects such as the advantages of having multicultural
society in school, different ideas of concept and norms, believes and ways of
developing culture can create a very warm and peaceful multicultural society in
school. Integration of patriotism can be done through teaching strategies, discovery
method and project that were done cooperatively between teachers and students.
Finally, it create a person who can be leader to multicultural and heterogeneous
society in the future.



References
Bergenhenegouwen, G. (1987). Hidden curriculum in the university. Higher
Education, 16(2), 535-543.
Provenzo Jr, E. F. (2002). Teahing learning and schooling a 21
st
century perspective.
Chapter 2 school as cultural institution: the hidden curriculum, pp 20-21. University of
Miami: Allyn and Bacon.
Woolfolk, A. (2010). Educational psychology. The Ohio State University: Pearson
Education International.