Understanding Diversities
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The document discusses the various dimensions of diversity—socio-cultural, linguistic, economic, gender, and disability—within the educational context, emphasizing that achieving quality education is a collective responsibility. It highlights the significant gaps in educational access and completion rates, as well as the persistent challenges related to gender parity and inclusion for marginalized groups. The text advocates for inclusive education practices, encouraging teachers to adapt their methods to accommodate diverse learners and promote equity in the classroom.
Understanding Diversities
- 1. UNDERSTANDING DIVERSITIES: SOCIO- CULTURAL, LINGUISTIC, ECONOMIC, GENDER AND DISABILITY Dr. Jagannath K. Dange Associate Professor Department of Education Kuvempu University Shankaraghatta Dist: Shimoga, Karnataka drjkdange@gmail.com http://jkdange.blogspot.com
- 6. EDUCATION IS A COLLECTIVE RESPONSIBILITY ‘Achieving quality education is a responsibility for all major stakeholders in education. For instance, government cannot be blamed for poor performance of pupils in schools. Teachers, head teachers, education supervisors, pupils and parents should be able to ensure that kids are in school and learning for an enhanced performance.’
- 10. PRIMARY AND SECONDARY EDUCATION ■ In 2015, there were 264 million primary and secondary age children and youth out of school. ■ In 2010–2015, completion rates were 83% for primary, 69% for lower secondary and 45% for upper secondary education. ■ About 387 million children of primary school age, or 56%, did not reach the minimum proficiency level in reading. ■ Less than one in five countries guarantee 12 years of free and compulsory education. GLOBAL EDUCATION MONITORING REPORT-2018 (UNESCO)
- 11. EQUITY The Global averages mark gaps: only 66% of countries have achieved gender parity(equivalence) in primary education, 45% in lower secondary and 25% in upper secondary. There tend to be more female than male teachers but far fewer women than men become school leaders. Only 6% of lower secondary head teachers are female in Japan. In 42 of 86 countries, there is explicit reference to inclusive education in constitutions, laws and policies, although interpretations of the term differ.
- 15. 1. Linguistic Diversity; There are many languages (4000) that are used in social communication, which are often hybrids of other languages. 2. Socio-Cultural Diversity It includes the various social structures, belief systems, rituals, ways of living and strategies the cultures adhere to, for adapting to life situations in various parts of the world. The phrase “cultural diversity” is also sometimes used to mean the variety of human societies or cultures in a specific region, or in the world.
- 16. The complex demographic profile left in our society by the distinctly different looking Aryans, Asians and Dravidians has been the fore runner of our socio-cultural diversity in many ways., religion, in many forms, is the basis of our cultural context. This is enmeshed with every aspect of life and culture in India and is a prime factor that contributes to our diversity. In fact, every region within a state of India has its own identity. The types of festivals, the ways of celebration of these, It is this richness and uniqueness of the cultural heritage of the different regions of each state that contribute to our cultural diversity.
- 17. Economic Diversity The varied levels of social classes and the gap between these have been increasingly contributing to diversity in our society. the money power related to caste and class gave rise to economic differences and added yet another dimension to our diversity. Gender Diversity Gender diversity refers to the difference in the societal outlook to people around vis a vis their sex. Right from ancient times, a female has been considered as the weaker of the two. A female, as a child, is to be protected by her Father, as a wife, by her husband and as an old mother, by her son.
- 18. Ability, Disability and Diversity Diversity in any social group has yet another dimension of disabilities and capabilities. Disability is a diversity classification that transcends all other indices like class, caste, race, religion and language. WHO definition: Disability is an umbrella term, covering impairment, activity limitations, and participation restrictions. We also know that all of us who have no disabilities at a point in time are temporarily able bodied. Anyone can end up with disability anytime, especially physical disabilities. Many of the persons with disability have been so from birth and others have acquired it through their years owing to numerous factors.
- 19. CONCEPT OF SOCIAL EXCLUSION AND INCLUSION Social exclusion or social marginalization affected individuals or communities are prevented from participating fully in the economic, social, and political life of the society in which they live. The disabled population that consists almost 10% of the world’s population. The societal systems fail to provide facilities for early detection, identification and intervention to infants and young children; this results in secondary disabling conditions which further limit their capacity to benefit from educational opportunities. Denial of education to children and youth with disabilities results in their alienation from access to vocational training, employment and income generation.
- 20. Social Inclusion At the core of most definitions of social inclusion lies the concept of full participation in all aspects of life, while exclusion refers to the conditions that hamper inclusion. Social inclusion refers to a process by which efforts are made to ensure equal opportunities for all, regardless of their background, be it money, class, ethnicity, gender, race or whatever the index of diversity be, to enable full and active participation in all aspects of life, including civic, social, economic, and political activities, as well as participation in decision-making processes.
- 21. Disability and Exclusion Population ageing and the global increase in chronic health conditions. People with disabilities have poorer health outcomes, lower education achievements, less economic participation and higher rates of poverty than people without disabilities. The socio-cultural influences can be of different nature- psychological, emotional, biological, moral and so on. It is very necessary to provide a healthy environment for the child to develop adequately in his or her society.
- 22. Different Socio-cultural factors: i. Family environment: Family is viewed as a complex set of interacting relationships. And this system depends on bi-directional influences. Children coming from broken families often have hidden emotional issues which can be manifested in their learning difficulties. a. Socioeconomic status: SES is an index that combines years of education, prestige and skill required by one’s job and income. SES has an important role in the developing the child’s values, self- direction, confidence, self-esteem and socialization which in long run affects the child’s learning. b. Family structure: Nuclear and extended family set-up has different kinds of childrearing practices and value systems.
- 23. c. Child rearing practices: Different parenting styles-authoritative, authoritarian, permissive and uninvolved parenting- all have their own effect on the child. Where authoritative(Repsected) parenting encourages the child to express his thoughts, feelings and desires; the children with authoritarian(Strict) parents are more submissive and anxious in nature. d. Vulnerable families: Child maltreatment in the family is not new but its immense effects have recently been recognized. Physical abuse, sexual abuse, physical neglect, emotional neglect and psychological abuse e. Children of parents with Psychiatric Disorders/AIDS etc.: Stigma associated with the psychiatric disorders, AIDS, cancer etc. often leaves the family isolated from the society.
- 24. ii. Personal Factors: a. Physical & Mental Health: A healthy and happy child can participate in various activities which shapes his social development, personality, self-esteem and confidence. These all have an effect on his learning. b. Temperament of the child: An easy to warm up child is curious, can take criticisms and failure adequately, is social, joyful and can cope with the stress. But if the child is of Type A personality, then he might be impatient, angry, impulsive, competitive and may experience stress more often.
- 25. Type A and Type B Personality Theory: This theory is quite well-known both in the medical community and pop culture. It was formulated by two cardiologists, Meyer Friedman and R. H. Rosenman, during the 1950s based on a research which was done to determine how different types of personalities can increase the risk of coronary disease.
- 26. c. Emotional issues: Children often have difficulty in understanding, regulating and expressing their emotions in adequate way. Children’s emotional issues can also be manifested in sudden drop in their academic performances, inattention, irritability or oppositional tendencies. Family conflict, physical and sexual abuse, teasing, bullying should always be kept in mind if such kind of behavioural manifestations are seen. d. Age: Age also plays as an important factor in the child’s style of learning. The transition from early childhood to adolescence is very critical and education should also be modified accordingly.
- 27. iii. Social Factors: a. Cultural Values: Different cultures have their own sets of values which influence the child’s sense of self and coping strategies. b. Prejudices: gender, different ethnic groups or even towards certain physical characteristics can come as a hindrance for the children to learn adequately. Body dysmorphic disorder is a mental health disorder in which you can't stop thinking about one or more perceived defects. Anorexia nervosa is an eating disorder that can result in severe weight loss.etc. The values of each culture affect the way a student from a culture learns. Teachers should also individually assess students to find out what ways he or she learns best. By knowing the ways students learn best, a teacher can effectively plan lessons to promote optimal learning for all students in the classroom.
- 28. Children from diverse socio economic and cultural back grounds besides children with disabilities are now in regular schools. A typical classroom of a school now will have children from diverse cultures, socio economic background and with human diversities or disabilities. Henceforth it becomes imperative for the teacher to understand the classroom both as an academic and social context, as it provides a setting for interaction dialogue and the opportunity to appreciate the diversity which contributes towards equal opportunities and development of an eco-system for inclusive education. Inclusive education caters to all children from the disadvantaged social groups, linguistic minority gender gifted and talented. Teachers are urged to adapt, adjust, change, and modify their curriculum, their instructional practices, and their assessments to accommodate each student’s distinctive individuality fairly and equitably
- 30. The following eight principles have great significance for the teacher to develop an inclusive teaching learning environment. 1. Respecting learners with different abilities and value, diverse talents, different ways of learning and their socio background and personal histories 2. Recognizing and responding to the specific need or additional challenges of learning and makes necessary provision. 3. Creating learning friendly environment which facilitates learning for ALL children including children with disabilities. 4. Using of flexible and multiple learning approach based on the child’s learning pace and style. 5. Use of universal design principles to create accessible classes. 6. Use of technology for meeting the specific needs of children with disabilities e.g ICT, aids and appliances and communication technology. 7. Reducing barriers within learning environments. 8. High expectations for all learners including children with disabilities.
- 31. Thank You Dr. Jagannath K. Dange Department of Education Kuvempu University Shankaraghatta Dist: Shimoga, Karnataka jkdange@gmail.com http://jkdange.blogspot.com