short education and culture is correlated together. Education can influence culture or otherwise, vice versa. According to Vivekananda (2009) if there is a great culture, there is also high developed educational system behind it. There are evidences that demonstrate the benefits of making an educational environment that can be useful to and reflective to student realities, background, and culture (Kana’iaupuni, Ledward& Jensen, 2010) Castagno and Brayboy (2008) states that culturally responsive education apprehend cultural gaps between home and school as a part of achievement for increased cultural significance in education to connect, support, and empower learners. Cultural relevance is really important because it directly impacts student’s …show more content…
It is an essentiality for the educators to be efficient and effective in administering their students to become academically successful (Ogbu, 1992). Banks (2000) stated the needs for all teachers to depict the necessary attributes such as attitudes, knowledge and skills to effectively handle the racial, ethnical, linguistic and socio-economical differences among the …show more content…
Philippine prioritize education in all aspects. In fact, in 1987 constitution the Philippine education act 1982 states that one of the rights of an individual is education and it should be prioritize of the constitution. (Philippines : Indigenous Peoples Education Systems Act proposed, 2014). So the educational system is the focused of the Philippine constitution. Philippine continuously improving its educational system in order to be globally competent. In the present time, Philippine aligned its educational system to international education system and implemented K to 12 educational systems last 2012. This serves as the improvement of the educational system within the country. According to Ecclesiastes (2014) K to 12 follows the spiral approach from Jerome Bruner. K to 12 also is a learner-centered and an inquiry-based kind of education. The K-12 program’s objective is to change the basic and secondary education curriculum by adding two more years. This kind of model is from United States, Canada, and some parts of Australia (De Justo, Digal & Lagura, 2012). According to Tucay (2015) Spiral progression is the approach followed by this K-12 wherein subjects are intended to be taught from simple to
Culturally responsive teaching is very important in today’s day and age. Classrooms are filled with students from different backgrounds, races, and ethnicities. Teachers need to put into consideration those differences when building curriculum and creating a classroom atmosphere. Subcultures might also need to be considered when teaching, such as the culture of the disabled. The culture of students with disabilities is one that may appear within many classrooms due to the increase of students with disabilities. Teachers who are able to maintain a culturally responsive classroom and curriculum will provide ideal learning opportunities for all students and encourage them to succeed. (Darrow, 2013)
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
The purpose of this essay is to familiarize the reader with some of the cultural values of two prevalent minority cultures in the Western Washington area classrooms in order to create a positive learning environ resulting in higher academic achievement for these students. The two cultures discussed in this essay are Mexican Americans and Filipino Americans. Although the Sumner School District, where I work, is not highly diverse, these two minorities are represented to some degree in most of the schools. Among the important factors that influence one’s cultural identity and are discussed in this essay are: language, socioeconomics, traditions, immigration, religion, and the family organization.
In order to do this we must recognize what being culturally proficient means and model that in all our interactions in our community. By addressing cultural needs and building on personal experiences, our staff and students will gain a greater appreciation for other cultures and be able to work and live in our global society. “We must first comprehend the fact that children-all children-come to school motivated to enlarge their culture. But we must start with their culture….” (Garcia, 1999 p.8 as cited in Lindsey et al, 2013) This statement is true for all students especially students with disabilities as educators build upon student strengths and personal experiences to make connections between school, home and community.
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
Teachers must understand the culture of their students. Being able to understand the cultural differences will help to make a connection of what is being taught. “Helping learners make the link between their culture and the new knowledge and skills they encounter inside school is at the heart of ensuring that all students achieve at high levels” (National Education Association, 2011). Helping our children understand their culture helps them to learn about their roles in the world. Educators are suppose to work with their students to culturally develop their student in a very diverse world. Knowing where they com from and having a solid understanding of their culture will prepare them to be responsible, proud individuals. Its important for teachers and administrators to be culturally diverse so that they are able to connect with their students. When students can make a genuine connection with their teacher, they feel a sense of belonging and they feel that some one cares about them as a person not just a student. Having that sense of feeling that they matter will motivate them to do their best at all
Students who are enrolled in elementary schools with a diverse population usually develop an understanding of insights and perspectives of children from different backgrounds and learn to function in a multiethnic, multicultural environment (Morrissey, 2014). Therefore, students need to learn how to interact in diverse environments. Teachers face challenges of making lessons and instructions “culturally responsive” for all students to avoid favoritism (Griner, 2012). Some students’ cultural backgrounds may have a negative impact on them in a modern classroom (Burt, 2013). It is imperative for elementary school teachers to be knowledgeable of different cultural beliefs and practices to help students adjust to traditional classrooms (Nigma, 2015). Defining the
As an educator one must understand that the children you will be teaching will all come from different backgrounds, different ethnicities, different homes with different values. No one student will be the same, and no one student will learn the same. The role of a modern educator is to harness this idea of diversity and channel it into a positive learning atmosphere for children of all backgrounds. “I define culturally responsive teaching as using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2013, p.50.). The hope for all teachers is to capture the minds of their children, as educators we must learn how our students learn, adapt to their skill set and channel our curriculum to their strength.
To start with, culturally responsive teaching practices recognize the validity of the cultural custom contained by several ethnic groups. In other words, it considers whether different approaches of learning are necessary and worthy in the formal learning. Furthermore, culturally responsive teaching practices are fundamental because they create links between school experience and home and between lived social cultural realities and academic abstraction (Gay, 2000).
7). In order to obtain academic achievement learning needs to be challenging, yet exciting. The teacher needs to be able to facilitate the learning process for different cultural and linguistic groups. Teachers also need to understand and teach students that learning does not occur in a box and that there is a world outside of the classroom. In order for a teacher to be effective they need to have knowledge of the three dimensions and teach in a culturally sensitive matter. They need to create structured learning environments, implement a supportive classroom environment, and provide access to resources for CLD students who have learning
King, M., Sims, A., & Osher, D. (n.d.). How is Cultural Competency integrated in education? Retrieved July 7, 2014, from http://cecp.air.org/cultural/Q_integrated.htm#def
In our culture today, there is a huge emphasis on education, especially higher education. Society basically says the more educated you are, the better off you are. That is pretty much true if you live by the means of society. The basic idea that education, especially a college education, is something that people should pursue even into their adult years is not by any means a new idea.
Education plays a vital role in shaping tomorrows’ leaders. Not only can we become a better nation by acquiring the skills necessary to be productive members of a civilized society. Increase knowledge to actively achieve and meet challenges that can produce changes in which are productive for attaining business innovations, political and economic objectives.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...