Assignment: Embracing Diversity and Finding Identity in Learning

Assignment: Embracing Diversity and Finding Identity in Learning

Assignment: Embracing Diversity and Finding Identity in Learning

Diversity is essential in education; as such, teachers must create a classroom culture that embraces students from diverse cultural backgrounds. Also, teachers must promote diversity apart from just embracing it. Fostering diversity in learning environments enables students from challenging backgrounds to succeed academically and thrive in a diverse world. In this regard, this essay will address culturally relevant pedagogy,  ways in which teachers can learn student cultural perspectives and practices, and ways in which teachers can view the cultures of their students without stereotyping them.

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Cultural Relevant Pedagogy

Culture informs how learning takes place. In this regard, the curriculum must embody activities that reflect student cultures. Therefore, culturally relevant pedagogy is a student-centered approach to learning that incorporates cultural references and appreciates students’ cultural backgrounds. According to Learning for Justice (2009), teachers must provide students with learning materials that resonate with their cultural affiliations in some way or another. For instance, when teaching a class with students from various racial backgrounds, such as African Americans and Spanish Americans, it is advisable to incorporate learning materials that people from their backgrounds authored. Learning materials that embrace diversity will help students feel more comfortable during learning since the curriculum caters to their individual needs.

How teachers Learn about their students’ cultural perspective and practices

Teachers learn about their students’ cultural perspectives and practices in various ways. They can use classroom assignments to know their students’ cultural beliefs. Teachers can ask their students to write about their personal experiences outside school, such as stories about their traditions. Also, Seifert and Sutton (2019) add that teachers can learn about their students’ cultures and practices by observing their activity preferences. Students from different cultures prefer certain activities over others. In addition, teachers can visit neighborhoods with students from diverse cultures live to get an idea about the level of available support and the challenges they face. Most significantly, teachers must avoid stereotyping if they are to understand the diverse nature of their students and their cultures. They should conscientiously engage in examining students’ cultural practices.

Ways in which teachers can view the cultures of their students without stereotyping them

Teachers have a role in engaging their students in the learning process in the most effective ways possible without considering their cultural background. Learning for Justice (2009) argues that teachers must know their students and their academic abilities individually to engage them effectively in the learning process. Teachers should be aware that students have preferred ways of learning and must be willing to accommodate that fact. Seifert & Sutton (2019) advise teachers to build on students’ strengths and preferences. In this regard, teachers must acknowledge different perspectives in their classrooms,  create a conducive learning environment free from bias and be diverse in what they teach and read.

Questions on Embracing Diversity and Finding Identity

1. How do our similarities and differences impact our relationship with people inside and outside our identity groups?
2. How does struggle help define who we are?
3. What are the challenges of celebrating what we have in common while also honoring our differences?
4. How do our intersecting identities shape our perspectives and how we experience the world?

Conclusion

Diversity is an essential element in the learning and teaching process. In this regard, educators must design the curriculum to accommodate all cultural perspectives of the students. Cultural-relevant pedagogy is vital because it centers on student needs and teachers must learn ways to understand their students’ cultural practices to support culturally relevant pedagogy. Also, teachers must accommodate the perspectives of all students, create a conducive learning environment and be diverse in what they teach and learn to eliminate cultural stereotypes.

References

Learning for Justice. (2009, July 6). Culture in the Classroom. Learning for Justice. https://www.learningforjustice.org/professional-development/culture-in-the-classroom

Seifert, K., & Sutton, R. (2019). Student diversity. Pressbooks.pub. https://pressbooks.pub/uwgedpsych/chapter/student-diversity/