Task 1
TASK 1
Ans A.) United Kingdom has witnessed a hostile environment against the immigrants for a long time. This is illustrated in the British Government’s decision to slash the incoming of immigrants in 2019 (Leszczensky and Pink 2015). In a climate of extreme xenophobia, I decided to chalk out certain strategies and implement them. Students from the minority community felt safe and secured. Earlier they were reticent in articulating their opinion fearing that they might offend the white British nationals. However, the transformation in the classroom atmosphere has led these immigrant students to feel more comfortable and speak their minds without any reluctance (Malinen et al. 2013). It also made the students interact more with their peers who are of British origin that were earlier absent for a long time (Gay 2013). Their perpetual fear of being judged for their skin colour, accent and family lineage was diluted. Students seem to be more confident about themselves and comfortable in their own skin.
Ans B.) The five strategies that I adopted to promote equality and diversity in the classroom are as follows- Firstly, I ensured that the teachers and the students should be treated equally irrespective of their social location. Treating others with fairness and equality creates is the first step towards equality. Secondly, while teaching I ensured that I avoid the use of stereotypes to explain a concept. Incorporation of stereotypes to explain a phenomenon generates and sustains prejudiced and biased image about different communities. Thirdly, I planned the lessons in such a way that would manifest the diverse culture of the classroom (Schachner et al 2016). This was achieved by incorporating illustrations from different parts of the globe especially in History, Geography and English lessons so as the ethnic minorities do not feel alienated. Fourthly, I used multi-cultural teaching method that would address would appeal to the diverse student population. I incorporated rhymes, lullaby, vernacular songs, audio-visual aids and documentaries that enabled students from different communities to feel a part of the class. Lastly, I encouraged students irrespective of their backgrounds to share their journey on every Wednesday and Friday. This ensured that everyone knows each other well and at the same time emboldened the ethnic minority students as well as introvert students to speak.
TASK 2
Ans A). As an Equality and Diversity coordinator, I aim to collaborate with African Caribbean Diversity, BECON and Department of International Development to promote the Equality and Diversity Agenda. African Caribbean Diversity was established in 1990 with the aim of promoting a dynamic organizational culture. I feel involving with this organization would be beneficial for the students especially internship (Saunders and Rennie 2013). This organization that works for the entry and mobility of ethnic minorities can engage in monthly or weekly talks to motivate the ethnic minority students to not feel discouraged about their future. The second organization that I plan to collaborate is BECON which is a Black And Minority Ethnic race equality organization and fights against the discrimination and exclusion faced by the ethnic minorities living in UK (Garner, Mahatmya, Brown, and Vesely 2014). Involvement of this organization on-board would ensure that minority students feel more confident and optimistic about their career. Motivational speakers may also be invited to inspire the students. Thirdly, my involvement with the Department of Equality and diversity would ensure that adequate resource materials are provided to the minority students. Scholarships and subsidies for the minority students will also be of great help and for the promotion of diversity (Broadbent, Boyle and O’Brien 2015). Since, minority students are also subjected to harassment and discrimination, the aid of the organization would be helpful in creating awareness about the plight of minority students through performance arts.
Task 2
TASK 3
Ans A) The five key practises that I adopted as a teacher to promote equality and diversity in classroom and in the larger society are as follows- Firstly, I ensured that all students have equal access and opportunity for participation. This was in the context of asking a question and providing equal opportunity for all the students in the classroom (Banks 2015). Secondly, I would implement multi-cultural teaching methods that would make students from different communities comfortable and feel at home. Using local folklores, rhymes and local songs as part of the teaching curriculum to entrench diversity. Thirdly, during communication with different members of the society I would ensure that I do not encourage conversations on negative stereotypes that would reinforce negative image about the minorities. Fourthly, I would ensure that the resources and teaching materials that I use in the classroom do not offend the sentiments of the minority community. I would encourage the students to share their feelings and engage in an egalitarian discussion (Wekke, Ismail and Maimun 2016). Lastly, I would plan the classroom lessons in such a manner that would capture the diversity of the classroom. I will incorporate illustrations from different communities so that the ethnic minorities do not feel left out and feel as part of the class.
Ans B) Although my teaching practices are aimed at promoting inclusive, a culture of equality and diversity, however I feel there are two major flaws that I can improvise upon. Firstly, I can invite the parents of the ethnic minority children to share their lived experiences. This will enable the students of British origin to understand the trials and tribulations of the ethnic minorities. It will also encourage them to alter their views and forge new relationships with their peers. It will also encourage them to understand their plight and extend their helping hand. On the larger societal level, I can conduct street plays and organize workshops and seminars to sensitize the British population and bust their myth about the ethnic minorities. This will also become an ice-breaking session and provide an opportunity for the different communities to interact without boundaries and know each other. Sensitization as an intervention was missing from my earlier five approaches.
Ans C) I feel that the incorporation of various strategies and practises would bridge the boundaries among children who belong to diverse communities. I also feel that ethnic minority students who live in a culture of fear and feel under-confident will feel motivated. Along with motivation, these students will also feel empowered. However, my teaching practices and pedagogy is not limited to ameliorating the lives of ethnic minorities but it also made a profound impact on the white British students. They became sensitized about the plight of the ethnic minorities and this will foster a positive change in their lives. The incorporation of multi-ethnic teaching curriculum and teaching methods would will bring a new dimension to the classroom culture. It will create awareness about the uniqueness of different cultures and create respect towards another culture. The elimination of negative stereotypes would obviate from the creation and perpetuation of stereotypes about the minority groups and create a equal and just society.
References and bibliography
Banks, J.A., 2015. Cultural diversity and education. Routledge.
Broadbent, C., Boyle, M. and O’Brien, S., 2015. Transforming 33 teaching and learning practices in schools through effective leadership, partnerships and career sensitive professional learning. Teachin for Tomorrow Today, p.237.
Durden, T.R., Escalante, E. and Blitch, K., 2015. Start with us! Culturally relevant pedagogy in the preschool classroom. Early Childhood Education Journal, 43(3), pp.223-232.
Gay, G., 2013. Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), pp.48-70.Grisham-Brown, Jennifer, Mary Louise Hemmeter, and Kristie Pretti-Frontczak. Blended practices for teaching young children in inclusive settings. Brookes Publishing Company, 2017.
Garner, P.W., Mahatmya, D., Brown, E.L. and Vesely, C.K., 2014. Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), pp.165-189.
Leszczensky, L. and Pink, S., 2015. Ethnic segregation of friendship networks in school: Testing a rational-choice argument of differences in ethnic homophily between classroom-and grade-level networks. Social Networks, 42, pp.18-26.
Malinen, O.P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N. and Tlale, D., 2013. Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, pp.34-44.Oswick, Cliff, and Mike Noon. “Discourses of diversity, equality and inclusion: trenchant formulations or transient fashions?.” British Journal of Management 25.1 (2014): 23-39.
Saunders, K.J. and Rennie, L.J., 2013. A pedagogical model for ethical inquiry into socioscientific issues in science. Research in Science Education, 43(1), pp.253-274.Schachner, Maja K., et al. “Cultural diversity climate and psychological adjustment at school—equality and inclusion versus cultural pluralism.” Child development 87.4 (2016): 1175-1191.
Schachner, M.K., Noack, P., Van de Vijver, F.J. and Eckstein, K., 2016. Cultural diversity climate and psychological adjustment at school—equality and inclusion versus cultural pluralism. Child development, 87(4), pp.1175-1191.
Wekke, I.S. and Lubis, M.A., 2016. A Multicultural approach in Arabic language teaching: creating equality at Indonesian pesantren classroom life. Sosiohumanika, 1(2).
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
