Topic 1 : Multicultural/intercultural skills and competencies that address diversity, reconciliation, and promote social cohesion
Multicultural/intercultural skills and competencies that address diversity, reconciliation, and promote social cohesion
TAKING A CULTURALLY RESPONSIVE PERSPECTIVE
Culturally responsive teaching (CRT) has been defined as “using the cultural characteristics, experiences, and perspectives of ethnically diverse learners as conduits for teaching them more effectively.” Educators who understand their learners well through a CRT lens, recognise the social and cultural realities of their lives. They understand how different groups may view interactions between children and adults and how various ethnic groups’ value communal and cooperative efforts in problem solving.
Tara Yosso recommends that rather than viewing learners and their families through a deficit lens, recognising their myriad forms of “cultural wealth” — aspirational (hopes and dreams), linguistic, familial, social, navigational, and, resistance — will enable educators to better empower their learners. Ultimately, effective implementation of CRT helps promote the academic success, cultural competence and critical consciousness of learners.
When we as educators understand that culture has a role in education, and actively learn about our learners’ cultures and beliefs, we are letting our migrant know that they are important and valued and this promotes social cohesion.