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1.
Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.  相似文献   

2.
Abstract

Canadian citizens of Indigenous ancestry have statistically lower than national averages with respect to secondary and postsecondary completion rates. In an attempt to understand and assist Indigenous university students in Ontario, the purpose of the study was to identify teaching and learning strategies and support systems for Indigenous students that will result in increased academic success and retention among Indigenous youth and adults attending university. The results were summarised in an introductory handbook for faculty and staff at Nipissing University, a destination of choice for many Indigenous students pursuing undergraduate, graduate, and professional degrees. The specific purpose of the handbook was to provide an introduction to the diversity of cultures and their related perspectives amongst our Indigenous students. The literature and the results provide specific pathways for educators to begin to decolonise their pedagogy to support success for Indigenous university learners.  相似文献   

3.
This paper presents findings from the validation of a survey instrument constructed in response to what Indigenous parents/carers and students believe constitutes culturally responsive pedagogies that positively influence Indigenous student learning. Characteristics of culturally responsive pedagogies established through interviews with Australian Indigenous parents, community members and students generated themes which were distilled into survey items by a team of Indigenous and other educators. The instrument was then put on trial with 141 teachers for statistical validation. Analyses employing the Rasch model confirmed that the instrument measured a unidimensional latent trait: culturally responsive pedagogy. Seven subscales, content validities of which were determined by a panel of experts, were also confirmed. Results highlighted differences between primary and secondary teachers’ self-reported practice, and important facets of teacher pedagogy in the two different school contexts emerged. Analyses of four of the subscales of the instrument—Indigenous cultural value, self‐regulation support, literacy teaching and explicitness—are presented in the context of current emphases on quality teaching and Indigenous student outcomes. The instrument can be used to measure teachers’ nuances in pedagogy, and the resulting teacher profiles can be used to assist teachers to focus on particular aspects of their pedagogy to meet the needs of their students.  相似文献   

4.
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.  相似文献   

5.

Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332–357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students’ success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students’ racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students’ backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students’ racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.

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6.
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.  相似文献   

7.
Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tātou Tātou is a qualitative research project utilising Kaupapa Ma¯ori research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Ma¯ori student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering Ma¯ori student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Māori student support services, undergraduate programme, and Ma¯ori student whanaungatanga. Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.  相似文献   

8.
The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students.  相似文献   

9.
ABSTRACT

In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students’ sociocultural experiences in learning science and choosing science activities.  相似文献   

10.
ABSTRACT

American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.  相似文献   

11.
Abstract

One of the areas of increased importance to social work pedagogy is the developmentof culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity.Meaningful patterns emerged emphasizing the importance of psychologically safe but challenging learning environments, encountering theory through personal impact, the power of role models, and the need for a greater focus on the transfer of learning to the world of work after graduation. Classroom climate and teaching implications of the findings are proposed.  相似文献   

12.
In the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.  相似文献   

13.
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.
Peter Charles TaylorEmail:
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14.

This article, via the use of ethnographic research methods, suggests that critical theory and critical pedagogy can fruitfully redirect the attention from the predominant rhetoric on oppression to the developmental, cognitive, and academic needs of immigrant, low-income, and culturally different children. The Vygotskian approach is advocated to stress the need for the creation of linguistically and culturally appropriate learning environments that link the social and cognitive processes which constitute the basis for genuine empowerment in schoolchildren. The use of concrete examples will illustrate the major points of the article.  相似文献   

15.
Abstract

Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices.  相似文献   

16.
Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty‐eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Anat Sci Educ. 7: 71–76. © 2013 American Association of Anatomists.  相似文献   

17.
ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.  相似文献   

18.

African-American learners often achieve limited academic success in classrooms designed for learners demonstrating challenging behaviors. Self-contained settings are often void of culturally responsive pedagogy. This qualitative study examined the demonstrated behavior of African-American youth in a small urban elementary school setting. Field notes, observations, and interviews were analyzed to examine the demonstration and affirmation of expressive individualism, one of the nine dimensions of African-American culture. Coping strategies were also examined. African-American learners often displayed culturally socialized behaviors that were not affirmed by classroom teachers in academically engaging manners. Their culturally sanctioned modes of expressive individualism were asserted through dissembling, game playing, and defiant coping strategies. As a result of these demonstrated behaviors, students were seldom academically engaged beyond working quietly with a focus on behavioral compliance.  相似文献   

19.
ABSTRACT

This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural knowledge holders. This research study analyses the New South Wales Aboriginal Education Consultative Group Connecting to Country cultural immersion programme for local communities and schools. A mixed methods approach, analysing quantitative and qualitative data from questionnaires and interviews, highlights the significant impact this experience has on teachers in building relationships with local Aboriginal community members. Teachers reported learning new knowledge about local Aboriginal people, culture, history and issues that challenged their assumptions, personal and collective positioning and pedagogical approaches to teaching Aboriginal students. Implications from the study identify the significance of privileging Indigenous ways of knowing, being and doing in order to realise culturally responsive schooling and empower teachers as critically reflective change agents in their schools. It further identifies the need for significant human and financial investment so that all teachers can engage with this authentic and potentially transformative professional learning experience.  相似文献   

20.
This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) community and culture, (2) structure, and (3) responsibility and expectations. The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided.  相似文献   

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