The grade level within which the proposal is to be adopted is grade 4, which means that the proposal will focus on children between 9 and 10 years of age. The activities that are to be adopted will last for approximately one month, with the sole intention being towards taking up culturally-sensitive teaching strategies. The format associated with the proposed pedagogy reflects on having to establish inclusion as part of the learning environment. The idea is having to create a classroom environment that enhances respect for each learner, regardless of his or her cultural background. The expected impact is that this will help towards promoting inclusivity as the main focus of the proposed pedagogy. The focus of this paper is to provide a description of cultural pedagogy, as well as evaluate some of its notable strengths as it relates to the classroom environment.
Description of the Pedagogy
Educational pedagogy refers to a student-centered teaching approach in which teachers focus on the unique cultural strengths for each of the students to help nurture and promote student achievement (Heyes, 2016). In the modern classroom environment, teachers are likely to find themselves dealing with children from different cultural backgrounds. That has created the need for having to adoption cultural pedagogy as one of the ways through which to ensure that the classroom remains culturally sensitive. Johnson (2019) indicates that the adoption of cultural pedagogy can be viewed from three dimensions; institutional, personal, and instructional dimensions. In each of these dimensions, the focus is on trying to create a learning environment that remains unique to the cultural needs of the individual students. Educators have a crucial role in ensuring that they dispose of their own cultural biases, which may impact their abilities to remain neutral when dealing with the different students as part of promoting culturally-sensitive learning (Liou, Martinez, & Rotheram-Fuller, 2016).
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Strengths of the Pedagogy
The crucial first strength associated with cultural pedagogy is that it helps in enhancing the meaning and value of learning for each of the students regardless of the existing cultural diversities as part of the learning environment. Ladson-Billings (2018) indicates that the adoption of a culturally sensitive learning environment provides students with a clear understanding of the value and meaning of education. That would mean that the students will have a higher level of connection towards the learning environment. The second strength associated with cultural pedagogy is that it helps in fostering confidence among students irrespective of their cultural backgrounds. Confidence is one of the critical factors of consideration for any student considering that this determines how the student will be able to present him or herself in an outside the learning environment. By adopting cultural pedagogy, teachers can promote confidence among students that would otherwise not be confident due to their lack of inclusion as part of the learning process.
Conclusion
The implications of cultural pedagogy in relation to teaching, learning, and development can be seen from the fact that the adoption of this teaching strategy helps towards creating a better connection between the students are their learning environments and teachers. The connection that is developed is essential towards ensuring that the students achieve the best possible outcomes, which may include forming a positive attitude towards the learning process, as well as, improve on their confidence levels. Cultural pedagogy can be considered as a critical factor that allows for inclusion within the classroom environment as a way of ensuring that students effectively build on their learning capacities.
References
Heyes, C. (2016). Born pupils? Natural pedagogy and cultural pedagogy. Perspectives on Psychological Science , 11 (2), 280-295.
Johnson, R. (2019). Teaching without guarantees: cultural studies, pedagogy, and identity. A question of discipline (pp. 42-73). Routledge.
Ladson-Billings, G. (2018). Who will survive in America? Pedagogy as cultural preservation. In Power/knowledge/pedagogy (pp. 289-304). Routledge.
Liou, D. D., Martinez, A. N., & Rotheram-Fuller, E. (2016). “Don’t give up on me”: critical mentoring pedagogy for the classroom building students’ community cultural wealth. International Journal of Qualitative Studies in Education , 29 (1), 104-129.
