LEARNING NEED DERIVED FROM CULTURE

Learning Need Derived from Culture

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Learning Need Derived from Culture

Introduction

In Australia, education is the responsibility of the territories and states. The education funding is facilitated by the state and territory government, which also regulates private and public schools in the area.

Australia has a democratic society, which is built through the contribution of hundreds of people from different countries. Australian population comprise of Indigenous and immigrants who came here in search of better future, fleeting from death and torture threats, hoping for survival, and seek for adventure for a new beginning. They varied in culture, norms, values and identities depending on their origins. As a result, Australian society becomes diverse and complex, and these non-Indigenous people require adjustment with a common core of social, cultural, political and economic institutions.

The cultural diversity of Australia has also influenced the education system, which played an essential role in the formulation and implementation of the educational system. Despite the fact, that it is a part of the Catholic (independent) and Government systems, but they have to follow the same syllabus and set of courses of their territory and state. The framework of the curriculum provides elasticity in the syllabus or curriculum that permits them to include subjects such as religious education to be taught. In Australian schools, uniform is not compulsion.

Discussion

With the emergence of 21st Century, classrooms of Australia become more diverse as the students are coming from diverse cultural backgrounds. Hence, there is a significant need to identify effective technique to teach diverse population that requires approaches of pedagogy to address and strengthen cultural responsiveness. Nowadays, classroom necessitates teachers to teach students varying in abilities, language, culture and several other characteristics. To meet up with this demand, teachers should focus not only on theoretical teaching but also pedagogy to tackle cultural responsiveness. Teachers should formulate a culture within classroom where all students are supported and welcome without linguistic and cultural background, and provide each student the best opportunity to teach (Banks & Banks, 2004).

Culturally responsive pedagogy support and make possible for the student to achieve. In such classroom, effective learning and teaching take place in a learned-centered context that is supported by cultural, whereby students came to school nurture their abilities and develop to promote student success.

There are three dimensions of culturally responsive pedagogy; personal, institutional, and instructional. The personal dimension reflects to the emotional and cognitive processes of teachers should fit into place in order to become culturally responsive. The institutional dimension refers to the administration and its value and policies. The instructional dimension comprise of strategies, material and activities that are instructional basis of teaching. All these dimensions considerably interplay in the process of learning and teaching, and are significant to understand culturally responsive pedagogy effectiveness.

In order to address learning needs that are derived from culture require teacher self-reflection. Teachers should try to be culturally unbiased and reflect on their interactions and actions because they attempt to determine ...