Learning styles from a multicultural perspective
- 1. LEARNING STYLES from A Multicultural Perspective The case for Culturally Engaged Education Article by Cynthia B. Dillard Dionne A. Blue Presented by: Kailash Subba 1st January 2016
- 3. The article is about - Curriculum for ethnically and culturally diverse students should recognise that personal perspectives influences curriculum decisions. - No particular learning style preferred: uses various strategies to facilitate learning and growth. - Framework such as ‘culturally engaged education’ is used. - It creates educational experiences that support and develop both students and teachers.
- 4. The article is about - Increase in multicultural and multilingual population creating new ethos for schools. - Providing appropriate education is not an easy task. - Delpit (1995) reminds us that “it is impossible to create a model for the good teacher without taking issues of culture and community context into account”. - Some view these students as inherently deficient – culturally, linguistically, economically, and socially. - View education as remedial rather than developmental or growth oriented, student alienation, students may reject school culture: counter culture.
- 5. - However, others see as a source of enrichment and embrace diversity to inform their own teaching and enhance all students’ learning.
- 6. Teacher Perspectives - Embrace culturally diverse perspective. - Brown (1988) states that “teachers should not judge students as morally or intellectually correct”. - Teachers must participate with the students in classroom. - Our interpretation of what is important for our students needs to be open for negotiation with our students. - Learning styles in an environment that fosters multicultural understanding focuses on social nature of education where everyone and everything is a learning possibility.
- 7. Learning Styles in a Sociocultural Context - “Learning style describes how a student learns, not what he/she has learned” Hunt (1979). - No particular learning style preferred. - Scarcella (1990) says that “subject matter and curriculum” will influence style of learning. - Teachers should use variety of strategies to facilitate learning. - Heath (1986) suggests “styles of learning differ between the home and community, and the school and classroom”. - Authenticity- learn in ways that are appropriate and meaningful to them. - Learning styles must be considered from both personal culture and sociocultural environment of the school.
- 8. Learning Styles in a Sociocultural Context - Learning styles must be considered from both personal culture and sociocultural environment of the school. - Classroom environment founded on collaboration and negotiation can help to provide all learners with access to a meaningful education. - Teacher must also consider ways to restructure curriculum to truly allow students learn in different ways. - Shor (1986) suggests following elements in multicultural curriculum - Problem solving - Critical literary – - Situated pedagogy - Cross cultural communication
- 9. Learning Styles in a Sociocultural Context - Education as a change agent - An integrated interdisciplinary approach - Participatory learning - Culturally relevant teaching recognises that knowledge is continuously recreated, reconstructed and shared. - Hook’s (1994) “engaged pedagogy” – teaching and learning as intimate and reciprocal educative processes. - Dillard & Ransom’s (1998) idea of “culturally engaged education” – integrate, interconnect, and extend teaching and learning relationship. - Teacher transform through the act of teaching since they must attempt to fully present with students as they learn.
- 10. TEN principles of Culturally Engaged Education 1. Begins with “self inquiry” 2. Foster, include voices from multiple perspective. 3. Reciprocal 4. Experiential knowledge seen necessary 5. Acknowledgement of ‘differences’ 6. Include all voices from learning community 7. Acknowledge racism and discrimination in all forms. 8. Deconstruct myths 9. Encourage creativity 10. betterment of one’s self and humanity as its purpose
- 11. Reference Dillard C. B., & Blue D. A.