Impact of Culture and Religious Diversity - myassignmenthelp.com

Question: Write about theImpact of Culture, Language and Religious Diversity. Answer: Research shows that children achieve positive learning outcomes when their abilities, diverse strengths and cultural practices are understood and supported. Respecting and valuing diversity in terms of culture, religion, social class and language is vital for the children to develop a strong sense of identity. The principles of diversity and equity are closely linked to the aspect of childrens development of a strong sense of identity and wellbeing. The learning providers are supposed to engage learners in a manner that values their identity to boost their self-esteem and communication abilities (Taylor Sobel, 2001). It also enhances their understanding of various learning processes. Teaching practice requires the need to identify and respond to the individual interests, abilities and strengths of the learners. In addition, the teachers are supposed to engage pedagogical teaching practices that do not create a disadvantage to a learner on account of their social class, religious di versity, culture or language. Social justice perspectives in teaching practice Social justice stands for the idea of existence of a just relationship between the society and an individual. Factors such as wealth distribution, social privileges as well as personal activity opportunities determine the presence of social justice in a society (Marton, 2018). In teaching practices, teachers should work with students so that issues such as global citizenship, human rights and social justice can be addressed. It is upon the teacher to employ effective teaching techniques to ensure learners understand various topics. Apart from teaching, the teachers can ascertain the impact of their teaching techniques through observing the learning outcomes (Parkay, Stanford, Gougeon, 2010). All these processes must be cognizant of the socio-economic diversity of the learners to enhance equality in the learning process. Thus the teachers should do a background check on the socio-economic status of the respective learners and limit their teaching practice to aspects of learning. The socio-cultural theory states that the learning processes are constructed and actively conveyed through social experiences (Causey, Thomas, Armento, 2000). In that regard, literacy can be termed as a social interaction and a historical construction that keeps on evolving in accordance to environmental evolution. Therefore, literacy has a wider scope than a having superficial contacts with the print. It is a comprehension of how to manipulate concepts and words as well as the daily social interactions. In order to instill elements of social justice in the learning processes, the curriculums are designed in a manner that acknowledges a core set of shared values in a pluralist society (Hollins Guzman, 2005). A teacher is therefore supposed to purse this objective by investigating the barriers to students learning outcomes and employing the teaching and assessment strategies fairly to avoid profiling any student on account of their socio-economic level. By that doing, they are dee med to have served social justice in their teaching practice. Culture Culture plays an important role in defining an individual. Thus, human beings cannot be independent of their culture and society. The basic aspects of human cognitive development depends on the how an individual was raised including the language and culture. Culture refers to the way individual groups of people organize their lives within urban or rural neighborhoods, national or ethnic groups as well as in organizations and professions (Wright 2017). The culture increases the way we view and understand the world as well as how we communicate with each other. In that regard, culture determines the teaching and learning styles. It is incumbent upon the educators to acknowledge the fact that leaders are not always the same. Despite that, is a matter of public knowledge that educators treat all the learners in an equal manner despite the fact that there is cultural diversity from within? Addressing the cultural differences in the learning processes is both important and controversial be cause there is an increase in diverse population of students who attend educative programs (Bryan, 2002). Teachers must stay at the forefront in advocating the equity in the learning processes and avoid stereotyping any particular student on account their cultural background. Culture can be used to instill elements of identity and self-confidence among the learners. Their culture contributes largely to their behavior and beliefs and a n educator who acknowledges the cultural diversity of his/her students, stand a better chance to receive maximum cooperation from the students in the learning processes and possibly record a high number of favorable learning outcomes (Bryan 2002). After understanding the cultural norms of every student the educator has an obligation of honoring the cultural aspects of every member of that particular class Language Language is important aspect in communication in learning and teaching practices. Educators are supposed to use a unifying language that is fairly understood by all the participants in a learning set up. Any language that is aimed at targeting a certain group of people while excluding others cannot be considered as a unifying language (Bryan, 2002). Educators must strive to ensure there is equal distribution. Teachers must dis associate with terms and quotes that appear derogatory to any groups in their teaching practice For a teaching practice to address issue of equity and diversity, it must be conducted in a manner that improves the welfare of not only learners, but also the experiences of the educators (De Troyer, Broeckhoven, F., 2017). By embracing common language in the teaching practice as well as understanding the individual and collective learning needs of the students in order to address them in the teaching practice. Similarly, honoring the individual cultural aspects of the learners and engaging them on many issues regarding their life is an important aspect of embracing diversity because learners feel as being part of the wider learning process regardless of their background References Bryan, L. A. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs.. Science Education, 86(6), 821-839. Causey, V. E., Thomas, C. D., Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education . Chicago: Teaching and teacher education. De Troyer, O., Broeckhoven, V., F., . V. (2017). Linking serious game narratives with pedagogical theories and pedagogical design strategies. Journal of Computing in Higher Education, 1-25. Hollins, E. R., Guzman, M. T. (2005). Research on preparing teachers for diverse populations. Studying teacher education: 477, 548. AERA panel on research and teacher education. Marton, F. (2018). Towards a pedagogical theory of learning. In Deep Active Learning (pp. 59-77). Singapore: Springer. Parkay, F. W., Stanford, B. H., Gougeon, T. D. (2010). Becoming a teacher (pp. 432-462). Upper Saddle River, New Jersey: Pearson/Merrill. Taylor, S. V., Sobel, D. (2001). Addressing the discontinuity of students and teachers diversity: A preliminary study of preservice teachers beliefs and perceived skills. . Teaching and teacher education, 17(4), 487-503. Wright, K. S. (2017). Perceptions of Teachers on Their Preparedness to Teach Students in Low-Income Urban Charter Schools in New Jersey. New Jersey.