Pedagogies and Curricula for Diverse Learners

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PEDAGOGIES AND CURRICULA 6

Pedagogiesand Curricula for Diverse Learners

Pedagogiesand Curricula for Diverse Learners

Educationis a subject of social integration and a key phenomenon through whichpeople built and create identity. It is a key tool in the developmentand understanding of perceptions and other social objects. In mostcultures and nations around the world, education is viewed as a toolof social cohesion, integration, solidarity as well as equity. It isinterpreted as the hallway to employment accessibility, societydevelopment, and economic integration. However, education can also beused to propagate undesired perceptions and beliefs within thesociety (Cole,2015).

Discrimination,racism, and prejudice can easily be propelled in an education setup.Hence, a heterogeneous society is faced with a challenge to createeducation policies and procedures that are able to protect,safeguard, and cater for the needs of all student population withinan educational setup (Sliwka,2010).

Immigrantsalter the cultural values and beliefs, religious characteristics,social and economic activities, as well as the education system of agiven population setup (Cole,2015).The education performance, among immigrants and students from lowsocial classes, is one of the most debatable aspects and topics, bothpolitically and religiously. The topic induces heated debates sinceeducation is the main aspect and phenomena used in molding andcreating identity and national cohesion and unity (Cole,2015).For this reason, immigrants face vast challenges when accessingeducation in new societies.

Thispaper seeks to explain the manner in which the society has developedand adjusted various factors in the education system to enhanceintercultural or multicultural education system. It further outlinesand describes strategies used in incorporating immigrants in theeducation system.

Thesociety and educators tend to overlook or rather assume theperformance of diverse learners. In most instances, diverse studentsare accused of not working hard, others assume that they lackstudying place or even time to study hence poor performance, whileothers are associated with cultural beliefs that do not supporteducation (Cole,2015).Nonetheless, it is inappropriate to associate or relate educationperformance with race, ethnicity, culture or even language. This isbecause teachers and educators are equipped with skills and knowledgeon how to handle diverse learners. The education system has laid outa wide range of teaching strategies for diverse students andlearners. These strategies include:

Embracingdiversity

Toenhance and promote education and performance among diverse student,the society as well as learning institutions should embracediversity. A society endowed with people from varying races,linguistics, and culture is fortunate since it can use the diversityas a resource to learn more about different cultures in numerousways. Diversity has led to development of new cultures, ideas,languages, art, music, inventions, and even political systems andideologies. Educators and the education system have embraceddiversity as an effort to appreciate culturally and linguisticallydiverse learners and their backgrounds thus, creating confidenceamong them. Additionally, embracing learners from differentethnicities has seen classrooms become a key aspect for cultural,social-economic and education enrichment.

Maintainand uphold high standards and expectations for all diverse students

Teachersand educators are the basic determinants in the success andproliferation of diverse students. According to Nieto(2014),learners tend to understand concepts and perform better in areas orsubjects whose teacher shows confidence and high expectation in them.Therefore, they should maintain quality teaching standards as well asinvolve diverse students and learners in the teaching and learningprocess. This involvement helps build confidence hence, reflectingquality grades and concept understanding. Educators have also adapteda common academic curriculum for all students regardless of theirsocial status or ethnicity (Sliwka,2010).This curriculum is accompanied by the use of interactive teaching andlearning sessions thus promoting social interaction among suchstudents.

Applicationof cultural relevant curriculum and education learning materials thatembrace, recognize, involve and mirror diverse students, culturalheritage, contributions and achievement made by various culturalgroups.

Teachersand educators should adapt a curriculum that depicts students’ethnicity. Learners’ confidence, morale, and participation isenhanced and strengthened when they read about achievements andcontributions made by their race or ethnic groups. They feelappreciated and recognized thus, strengthening their self esteem andconfidence, which are key aspects in learning and understanding(Sliwka,2010).

Identifyand dismiss stereotypes

Teachersshould act quickly on speculations and stereotypes that are aimed atdiminishing and attacking self esteem of diverse students. Whenteachers and educators portray protection for such learners, theycreate a safe learning environment. Assured of security againstbullying and cultural based attacks, they can reveal improvement intheir education performance.

Applicationof cultural friendly learning environment

Whenlearners are subjected to new and unfamiliar learning processes, theytend to suffer from confusion and anxiety. Subjection to abnormalclass interaction and communication processes makes diverse studentsunable to follow and attend learning sessions as well as participatein class discussions. Educators and teachers should acknowledgecultural and linguistic diversity by providing guided instructionalclass activities and participation as well as encouraging theirinvolvement in class discussions.

Conclusion

Undeniably,diverse students face a wide range of challenges in the educationsystem. Some challenges can be handles and monitored by teachers andeducators while as some, such as drug s abuse, are externaltherefore, educators have no control over them (Nieto,2014).Undoubtedly, such learners can perform brilliantly regardless ofsocioeconomic background, ethnicity, linguistic, or race.Nevertheless, their performance is highly influenced by theiridentity among their peers, in the classroom and the teacher’sattitude towards them. If the education system can be modified toaccommodate, embrace, and recognize cultural and socioeconomicdiversity, education excellence can be achieved for all students andlearners.

References

Cole,R. W. (2015). DiverseTeaching Strategies for Diverse Learners.Retrieved August 13, 2016, from Learn, Teach And Lead:http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx.

Nieto,S. (2014). Affirmingdiversity: The sociopolitical context of multicultural education.Newyork: Pearsons&amp Allyn and bacon.

Sliwka,A. (2010). FromHomogeinity to Diversity in German Education.Germany: Heidelberg University of Education.

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