Day 12 education and diversity

Education and Diversity: Framing the Issues

B. Egbo

• Student diversity (differences) is a reality in Canadian schools

Critical question: what, why and how to teach children in ways that reflect their diverse backgrounds?

Diversity refers to difference

• Human diversity• Bio-diversity• Religious diversity• Linguistic diversity• Diversity of opinions• Egbo’s focus: cultural diversity

Culture is defined:

• “…shared system of meaning and symbols that account for patterned behaviour between individuals and amoung groups.” (pg. 201)

• “…as the knowledge, values, customs, attitudes, language and strategies that enable individuals and groups to adapt and survive in their environment.” (pg. 201)

Culture is “in us and all around us” (pg. 201)

• Each person has his or her own cultural identity (perceptions of who we are)

• Our cultural backgrounds influence our perceptions of the world and therefore, constitute an essential part of who we are.

People’s cultural identity are based on such things as: Attributes: some are inherited; some are socially assigned

Social classGroup affiliationsCareerSexual identity

AgeRaceCommunityLanguage

GenderFamilyEthnicityNationality

Psychological dispositions Ability Religion Education

• Our cultural background is our own personal possession and influences how we view ourselves.

• Shared attributes link people to one another.

Culture + biological traits = personal identity

Where do schools fit in?

Schools contribute to individual and group identities

How does the concept of race contribute to diversity and identity??

Does race matter? YES!

• Racism is the continued oppression of minority groups

• People are not inherently different or unequal but there are perceived differences.

• Dominant group (superior race) distributes (and denies) power to other groups.

“…Race is a variable which is commonly used to sustain inequality in schools.”

pg. 205

How does racism manifest itself in Canadian schools??

• Racially biased attitudes• Culturally biased assessment practices• Unrepresentative curricula and staffing• Harassment of minority students• Streaming of minority groups into non-academic

programs• Disciplinary policies that target minority groups• Devaluation of non dominant group parents’

involvement • Discuss – do you agree with this?

Challenge for Teachers!

Teachers can positively transform the lives of minority children.

Teachers must dispense with prejudice, stereotypes and cultural assumptions.

Hidden Curriculum

* Behaviours, attitudes, and knowledge the school unintentionally teaches through content, routines, social relationships.

* HC spreads dominant ideologies- examples: celebrations, concerts, displays, books, values

Prejudice (a set of rigid and unfavourable attiudes towards a particular group)

and Stereotyping (generalizations) can have devastating consequences on teaching

and learning

Teachers are in a unique position to implement their views (positive or negative)

Test of Individual Prejudice1. Write down your first thought of what comes to mind

when you hear:- Asians - Moslems- Blacks - Jews - Christians - Whites- First Nations Peoples - Women- Gays and Lesbians - Immigrants- People with Disabilities2. What might you say or students say that would reflect

prejudice? 3. As a teacher how would you respond to comments that

were prejudiced?

Multiple IntelligencesHoward Gardner- psychologist

• Linguistic• Music• Mathematical• Spatial• Naturalist• Bodily/Kinesthetic• Intra-personal• Interpersonal• Existential

What are the implications for teachers?

• recognize individual differences in learning (students not necessarily treated the same)

• Adapt instructional strategies to the different learning styles

The result = you will optimize academic success amoung diverse learners!

Gender-Based Differences

Research shows:• Pedagogical and classroom practices tend to silence girls• Boys tend to dominate classroom talk

Recent research/data: • suggests that variables such as socialization, parental

influence, individual motivation contribute to differential academic outcomes for boys and girls

• Large gaps that once existed have been eliminated in most cases

“Here Comes Everyone”Teaching in the Intercultural Classroom - ATA

How does your cultural identity shape your thinking and guide your actions?

Pointers for teachers: • Recognize how your personal biases can affect

instruction.• To nurture a sense of belonging in your

students, get to know them and help them get to know each other.

• Have high expectations of all students.• Use engaging teaching and learning practices.• Consider ways to differentiate instruction

based on culture and diversity.• Believe that all families and community

members want their children to succeed.• Make instruction and assessment more

meaningful and relevant by learning about your students’ cultures, languages and learning styles.

Questions

1. What challenges will you face in ensuring inclusiveness in your classroom?

2. In what areas do you feel you lack understanding?

3. What assumptions do you hold in relation to diversity?