The A Pasifika Person Has Multiple World Views And A Diverse Cultural Identity Essay

Have you ever thought about the relationship that special education and multicultural education has? How do teachers include culture in education? Is it by culturally relevant pedagogy? Special education students are put into classes for a specific reason. Most students are put into them for having difficulties learning or are in need of additional needs. Teachers who teach culturally relevant pedagogy should be able to use the student’s culture as a vehicle for learning. This type of teaching could also influence the students learning, as I will show you later in this essay.

Having the opportunity to have worked with diverse students has opened my eyes to the importance of learning about different cultures, their beliefs and practices. Being aware and learning about the different cultures my students came from helped me from misinterpreting certain behavior displayed by the students. In order to do this the first thing a teacher should learn is that everyone has different ways of culturally adapting to a new country, while some are able to fully assimilate, others undergo the process of selective acculturation or embrace enculturation (Coleman, 2013).

Einstein said: “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Now imagine the various students that enter the classroom. They come from all walks of life with different backgrounds and stories to tell. If educators don’t recognize that these differences do in fact exist then some of the fish that pass through those school doors will leave the building believing that they are incapable because of the trees presented for them to climb. Enter culturally responsive teaching. This method or pedagogical device is the answer to bridging this gap that students may encounter when they are not given the opportunity to show their particular geniuses or to act as their own agent in their education.

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

The class reading “Lessons from a Native Hawaiian Classroom” and our group reading “A Middle School Intervention” lucidly intertwined. Not only did they both focus on specific geographic areas of education. The articles also emphasized the “Two way Teaching” technique that has surfaced in almost all our classes, ironically at the same time.  “Students informed and shaped the content…” Godinho explains in relation to the “Eight Aboriginal ways of Learning”. The purpose of this is to get the students engaged in topics they believe have value in their lives (p.3.) Wurdman proclaims in “They viewed literacy as a means for connecting themselves with one another and with the world”. By empowering the student to take pride in themselves they become excited to share their differences and begin to see them special qualities that they can teach to others (p.432). In my undergrad I explored the notion of “Flora” as an internal mental landscape, and I cant help but see its reflection in this topic. “Flora” is a homonym that connects the body to landscape. Both the articles emphasize the importance of heritage and place as is body being the self and landscape being the community. Navigating where one belongs in a community begins when discovering the self. Both articles emphasized the importance of sharing of one’s self to manifest a “Two way

(Sarra, 2014 p. 8) In other words, teachers should learn their students’ differing socio-cultural and historical backgrounds to create authentic programs and advise their instruction (Harrison & Sellwood, 2016) I/ATR also highlights the importance of understanding socio-cultural and historical backgrounds, as I/ATR principles emphasise the importance of ensuring ‘Indigenous world views’ are upheld when Indigenous people are the stakeholders. (Bonney, 2017) I plan to take time to learn the dynamics of the community where I teach, as it will help integrate local cultural knowledge into the classroom (Harrison & Sellwood, 2016) I plan to use resources such as Oxenhams’ ‘Aboriginal domain’ Model (1999) and Yunkaportas’ ‘8 ways of Aboriginal learning’ (2009) to learn the dimensions of all my students, this will help me design culturally safe and inclusive programs and adhere to the Australian Professional Standard 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander students’

Developing the ability to communicate with culturally diverse students allows for teachers to create a positive learning experience for every individual. The author states that not only is it important for teachers to be prepared to work with students from different backgrounds, but also from a young age students in today’s generation should be developing an understanding of the world around them. Dr. Keengwe refers to multicultural scholars as he

As an educator it is important to be aware of the various learners in the classroom as well as being able to shift lessons accordingly to adapt to a greater number of students. In addition it is essential that culturally responsive practices is adapted in the classroom in order for all students to have a sense of belonging and are able to participate. For this reason, a teacher must actively use culturally responsive practices to engage students and their families because it helps to develop a relationship and maintain a level of communication. Learning “facts” about different cultures is not enough, it is more important that we make

The film The World in Claire’s Classroom, 2000, shows us an alternative first and second grade classroom dynamic that Claire helps facilitate by her teaching style and beliefs.While certain parts of the film are socially problematic, in regards to some methods when learning about other cultures, Claire practices very progressive teaching methods and concepts that our class has covered. Because of using these varied teaching methods, Claire is also creating a more indepth and engaged learning environment that appears to have a positive impact on her students. Two concepts that I will be introducing and comparing to Claire’s classroom are Self-directed Learning and The Four Aspects of Engagement. Both of these concepts connect to multiple

In order to establish an effective role in high school student lives, teachers must create a positive environment in the classroom, engage the students with a variety of materials, and provide different variations of learning techniques that will accommodate the needs of every student (Bellanca & Brandt, 2010). While also, displaying the personality of a culturally competent teacher that is able to effectively incorporate diversity in her curriculum. On the other hand, some teachers lack the ability to influence their students, and cultivate a positive learning environment. These teachers typically do not incorporate theorist ideas and techniques for creating a meaningful classroom environment (Flinders & Thornton, 2013). For that reason, students lose interest

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then

Animation College attracts a large number of Maori and Pasifika students. This year Maori and Pasifika enrolments at Animation College have been around 37% of total student enrolments. The challenge remains to improve successful outcomes which will be of benefit to Maori, Pasifika and this college. There are significant factors that confirm the strategic importance of the Maori and Pasifika community for the future of Aotearoa. These include: