The Importance Of Cultural Diversity In Education

Culturally Responsive Teaching is an emerging field that focuses on student cultural backgrounds and experiences in the development of pedagogy. According to Kea (2013) cultural difference is the single largest difference in U.S. schools and also the most neglected. The goal of Culturally Responsive Teaching is to provide an equal opportunity for all students to learn in school, regardless of their gender, social class, ethnic, racial or cultural characteristics (Banks 2005). Ladson-Billings (1994) suggest that the historic failings of educators in educating non-white students is that educators attempt to insert culture into education rather than insert education into the culture. In other words, educators are not providing an equal multi-culturally relevant education by bringing tokens of culture such as food, national flags, or maps from around the world into the classroom alone. Although these actions promote a sense of multiculturalism, an education that is relative to a diversity of cultures is not necessarily being provided. Culturally Responsive Teaching attempts to bring the various experiences of the student’s cultural home life into the classroom. Schmidt (2005) identifies seven characteristics that must be incorporated into curriculum in order to provide culturally responsive instruction. These characteristics are high expectations,

Public schools are beginning to see a shift in demographics in the United States. There is now a culturally diverse student population and educators need to respond to this shift in order to ensure an equal education for all students. Culture aids in determining how students learn, and culturally responsive teaching is a way teachers can educate culturally diverse students and provide an equal education for all. Culturally responsive teaching is defined by Geneva Gay as using the various characteristics, perspectives, and experiences of many cultures to effectively teach culturally diverse students (2000). Culturally responsive teaching prepares teachers to work with and teach a culturally diverse classroom of students and allows teachers to create a classroom environment that is similar to their students’ home environments so students do not have to assimilate to the dominant culture or change from their home culture to their school culture depending on their setting (Brown). Multicultural education is not only important for ensuring equal education for all students, but also creates youth who will be able to function and be effective citizens in a pluralistic society (Gay 2003). In order to implement culturally responsive teaching, teachers must acknowledge potential biases and reconstruct their attitudes, create a diverse knowledge base, be caring and empowering, and create a classroom environment that is conducive to a culturally diverse

Upon hearing the word culturally responsive classroom one envisions a class where the teacher “emphasizes a comfortable and academically enriching environment for students for all ethnicities, races, beliefs, and creeds.” (Lynch, Matthew 2011) Yet in reality most classrooms and schools are not culturally responsive in my area. Most schools are doing the best they can to differentiate instruction as well as make modifications and/or accommodations. However, as the number of diverse students rises, it our responsibility to educate ourselves on being culturally responsive.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). This approach to teaching encompasses how knowledge is both communicated and perceived by the students. The teacher must have a good relationship with the parents, have high expectations, learn about their students culture, have culturally mediated student-centered instruction, willing to reshape the curriculum, and be a facilitator in order to accomplish this method of teaching. These are key points a teacher must be willing to do if they intend to be an effective teacher especially in a highly culturally diverse area like central

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

In order to develop an effective culturally responsive framework, Utely, Obiakor, and Bakken (2011) define culture as the “unique blending of characteristics among individuals within groups and may include variables such as socioeconomic status, life experiences, gender, language, education, sexual orientation, psychological state, and political viewpoints.” Culturally responsive teaching principles are used to empower the student by using their cultural background. Teaching is based on their strengths to include various learning styles, cultural knowledge, and it should be “actively construed” so students can

The identification of a culturally responsive classroom is based on the observation that the pedagogy and methodology of the learning process is student centered, teacher facilitated, and multi-cultural. The art of cultural responsive teaching is that it recognizes and validates the importance of including student’s culture into the total learning process (Landson-Billings, 1994). Brown University’s Education Alliance (2017) goes on to add that this methodology of teaching is constructed around key characteristics such as: learning takes place with the context of cultural being present, student-centered/ teacher facilitated, and curriculum is redesigned to be culturally balanced. With the redesign of the forth coming activities being centered around the previous components and thoughts, I believe the practice of culturally responsive education will be fulfilled.

I always try to teach my student with a culturally responsive pedagogy. I want my students to learn. So, I try to teach them to the best of my abilities. Part of that is responsive teaching. Since culture plays a significant role in the way we think and learn. After all, It’s our way of life. So, it’s imperative that I teach my students from their perspectives (Rychly and Graves, 2012).

In regards to diversity training, a third of the SLPs reported not receiving training on multicultural issues as students. A greater percentage of the SLPs working in diverse or non-diverse urban areas had received more extensive training on multicultural issues than those working in rural areas. The survey revealed that SLPs had received training on topics within the questionnaire pertaining to delivery of service concerns more than topics related to cultural issues. With that in mind, half of the SLPs reported they had not received training at all on topics pertaining to cultural issues. When asked about continuing education, the participants mentioned they had received 1.5-3 different types of continuing education activities to gain further

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

I am very proud Australian native that happens to be able to speak two languages. Most people would call this special ability bilingual. However, as someone that has grown up in the country, I don't not take both back grounds lightly and most certainly do not agree with the idea of having to just forget about my first language and culture. For years, I have lived in a house where various kinds of food were eaten. We spoke different languages and also had all types of music to listen to. My grandparents adored me and to them I was there little one who loved to talk to them in their native language. As I grew older, I had some issues with my language but in the end I was still considered to be an Australian and was very proud of it

As of July 1, 2011, there are 36, 708, 083 people in Canada (Statistics Canada, 2017a). 1.2% higher than the population last year, which was 36, 264, 604 people of all ages and both sexes (Statistics Canada, 2017b). The growth of population in Canada, which in this case powered largely by immigration, increases not only the human capital, but the diversity in every province as well. Hence, as diversity expands, there is also a rampant growth in religion. In 2011, there are 108 religions observed in Canada (Statistics Canada, 2011) - Christianity, Muslim, Jewish, Buddhist, and Hindu – to name a few. These demographics have connotations on how diversity in school is also evident.

Cultural Diversity is the existence of a variety of cultural or ethnic groups within a society. There are many processes of Walt’s adaptation to cultural diversity. First, there is the obvious discord between Walt and the young Father of the church. This situation presents cultural differences of identity; specifically, age and religion. This eventually becomes a hindrance in Walt and his Father Janovich’s perception of each other. Walt does not think Father Janovich is credible due to his age and his religious culture of Catholicism, therefore, his dedication to his deceased wife is not anchored by any firm foundation. Father Janovich wants to keep the promises he made to Walt’s late wife Dorothy, but Walt is not convinced. This difference in cultural identity leads Walt to make numerous offensive remarks to Father Janovich, but young Janovich’s faith allows him to exercise patience and longsuffering with Walt. Another aspect of Walt’s adaptation to cultural diversity is the language barriers. Walt’s culture of offensive language creates a cultural divide within his own family. Though he and his family speak the same language, their inability to communicate inter-culturally creates dysfunction, as shown in the scene “Unhappy Birthday.” Walt’s oldest son and his wife presents birthday gifts for Walt, as they believe these are thoughtful and will make Walt’s life “easier.” Entirely out of touch with Walt’s goals and values, their gifts and suggestions are dismissed, as well

Developing a diverse classroom is a complex process that requires the utilization of many unique techniques as well as a the understanding of different human characteristics. Today, I am going to be discussing the specifics of ability in a classroom. According to chapter 12 from the textbook, Human Diversity in Education, An Intercultural Approach, inclusion is a heavy topic among educators today. Allowing all students to be a part of the typical classroom will better the outcomes of all students. The chapter taught me that including students with disabilities into the standard classroom with help students with disabilities as well as students without disabilities thrive in their education and their future. Allowing students with disabilities to focus on things other than their handicap will teach them that they can do anything they set their minds to. On the other hand, having students without disabilities work with students with disabilities will teach them that disabilities do not define someone. They may be slightly different, but they are not to be feared or ignored. They are equal and deserve to be treated as such.